新目标九年级英语模板教案

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

（2）Target Language

Have you watered the plants yet?

Yes, I have already watered them．

2． Ability Objects

（1） Train students’ listening ability．

（2） Train students’ communicative competence．

3． Moral Objects

新目标九年级英语教案

发布：张永玲

时间：2008-12-5 15:27:56 来源：宁夏灵武教育信息网

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新目标九年级英语教案

Unit 13 Rainy days make me sad

语言目标：

能够运用所学知识谈论或询问对某件事或物的看法或谈论事物对人的情绪的影响。

认知目标：

1.学习动词make的用法（make+ 宾语+ 形容词和make+ 宾语+ 动词原形）。

2.学会以下基本句型：

How do you feel about loud music?

Loud music makes me tense.

Loud music makes me want to dance.

Waiting for her made her angry.

情感目标：

培养学生做一个情感丰富的人。

第一课时

教学目标：
1.能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一事物的看法。

2.能初步理解动词make的用法，并能在实际情境中简单地运用。

3.能听懂听力内容，并能完成相应的练习。

Section A

Step 1 Presentation

Play rock music for the students to listen.

T: Do you ｌｉｋｅ this kind of music?

How do you feel about it?

S1: I ｌｉｋｅ it.It makes me comfortable.

S2: I don’t ｌｉｋｅ it.It’s noisy.

…….

Then play a piece of light music again, and ask about the students’ feelings.

T: What about this music?

S1: It’s gentle.I ｌｉｋｅ it.

S2: It’s too quiet.I don’t ｌｉｋｅ it.

…….

It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th

e blackboard.

Step 2 Discribing pictures

Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.

Step 3 Listening and practicing

1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.

Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.

According to the listening text, ask the students to make up similar conversations a

bout their own opinions.

Step 4 Listening

2a.Before playing the tape, get the students to gue ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.

2b.Listen again.Check the things that Tina and John said.Check the answers late

r.

Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor

ding to uses of “make”.

Step 5 Grammar Focus

Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.

Step 6 Homework:

a.Master the sentences in 2b.

b.Preview the paage in 3a.

第二课时

教学目标：

1.能进一步用所学的目标语言谈论或询问各种事物对人的影响或人对某些事或物的

看法。

2.能理解3a的内容并完成相应的练习。

Step 1 Revision

Review the uses of “make” in the last leon by organizing the competition about

sentence translating.For example,

1.她说高亢的音乐让她紧张。

2.高亢的音乐使我高兴。

3.等候她让我生气。

4.这太令人悲伤了以至于我们都哭了。

5.悲伤的电影只会让我想离开。

Step 2 Free talk

Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.

Step 3 Reading

Ask the students to look through the paage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the paage.Then learn it carefully.

Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.

Finally, answer the questions below the paage and write the answers down.

Students read the paage loudly again.

Step 4 Discuion

Part 4.First, the students understand the instructions.Then discu with their partners about the problems in the table.After discuion, share the answers.

Step 5 Homework

Write a short composition named “ My Favorite Restaurant.” (Students must use

“make” in their compositions.)

第三课时

教学目标：

1.能进一步扩展所学的内容，能用目标语言谈论对商品.......的看法。

2.能听懂听力内容，完成相应练习。

Section B

Step 1 Revision

Ask some students to read their composition “My Favourite Restaurant”.

Step 2 Lead in

Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is poible.Just do it.” And so on.

Say, “ Almost every product has its slogan.”

Step 3 Matching and saying

1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.

Check the answers then.

1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di

sｌｉｋｅ and the reasons.

Step 4 Listening

Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b

y one.Finish 2b at the same time.

Step 5 Exercises

完成句子：

1.His father’s death make him ______________ (离开学校).

2.The students were made _______________ (课前完成练习).

3.The awful movie made make me ________________ (想要离开).

4.Waiting for her ________________ (使我生气).

5.I ｌｉｋｅ to listen to quite music _________________ (在吃饭的时候).

第四课时

教学目标：

1.理解阅读文章，找出主要意思并掌握文中相关用法。

2.能运用目标语言，就.......及对其他事物的看法进行写作。

Step 1 Free talk

Talk about advertisements.

T: Do you ｌｉｋｅ ads or hate ads?

Do you believe ads? Why?

Step 2 A story about ads

Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se

nd you the girl?”

Ask the students what they think about the story.

Step 3 Reading

Students look through the paage and find out the main idea of it: the advantage

and disadvantages of ads.

Learn the paage carefully.Raise the key points in it.

1.be aimed at 意思是“目的是，旨在，针对”

例：The book is aimed at very young children.

aim 意思是“目标，目的”（n.）和“瞄准，对准”（v.）

2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常

用于举例。

3.so that引导状语从句，可表目的，也可表结果。

例：They worked hard so that they could finish the work soon.（表目的）

He didn’t plan his time well so that he didn’t finish his work on time.（表结果）

so….that… 引导结果状语从句

例：He is so strong that he can lift the box easily.

4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.

意思是“令人困惑”

例：I feel confused about his words.

These two problems are confusing.I can’t work them out.

5.lead 意思是“引导” lead sb to do sth “引领某人做某事” lead sb to someｗｈｅｒｅ “引导某人去某地” lead to “通向，通往”

例：All roads lead to Rome.

Read the paage.

Ask students to list pros and cons about ads according to the paage.

Step 4 Writing

3b.Complete the article using the information about two or more products in 2a a

nd 2b.

Then check the answers.

Step 5 Homework

Read the paage fluently.

第五课时

教学目标：

1.熟练掌握和运用本单元一些重点词汇。

2.理解文章并能作出概括。

Step 1 Revision

Review the paage in 3a by asking the students to sum up the advantages and dis

advantages of ads.

Step 2 Self check

Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence

s.

Ask the students themselves to point out the uses of some words and phrases in t

he exercises.

Step 3 Reading

The students read the paage and finish the chart below.

Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the paage loudly.

Step 4 Exercises

动词填空：
1.________ (learn) English well can lead to a good job.

2.The food at that restaurant _______ (taste) terrible.

3.When my mom went out, she _______ (leave) me a note.

4.Last week, I _______ (have) a wonderful party.

5.Soft music makes me _______ (feel) comfortable.

第六课时

教学目标：

理解文章，提高阅读能力。

Step 1 Free talk

T: What do you usually get for your birthday?

S1: I usually get a gift.

T: How do you feel when you get gifts?

S1: I feel happy.

S2: I don’t ｌｉｋｅ all of them.

Step 2 Reading

Ask a question “What’s the paage about?” before the students read it.(It’s about “receiving”.) Then comprehend the paage paragraphs one by one.Get the students su

m up the main idea of every paragraph.

Paragraph 1: Receiving a gift can be difficult.

Paragraph 2: A gift, purse.

Paragraph 3: A gift, sweater.

Paragraph4: Receiving money.

Then learn the paage carefully.

Key points:

1.buy you a gift= buy a gift for you

buy sb sth= buy sth for sb

2.pretend 意思是“假装”

pretend to do sth /pretend that 从句

例：You can’t wake a person who is pretending to be asleep.(Unit 5)

3.would rather 宁愿…..后接do sth, 也可说would rather do sth than do sth

例：I would rather walk to school than take a bus.

prefer to……rather than….表示“喜欢…..胜过……”

例：I prefer to walk to school rather than take a bus.

prefer doing sth to doing sth 也表示“喜欢…..胜过……”

例：I prefer walking to school to taking a bus.

prefer sth= ｌｉｋｅ sth better

例：---Which one do you prefer, oranges or apples?

--- I prefer oranges.

Students read the paage again.Finish 3a.

Step 3 Homework

篇1：人教版新目标九年级英语全册学案及教学设计【经典推荐】 九年级英语学案及教学设计

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving .2) the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求：
会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。

fun n.乐趣 ，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party 。

2）have fun doing sth 意为―开开心心做谋事‖

例如：
the children are having fun playing this game .类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese .end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如：
the end of the year 2.边缘；
极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english .the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.

4、do you ever practice conversations with your friends ? 1) ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always ，usually ，often ，sometimes ，hardly ，ever ，never，用在行为动词之前，助动词之后。

2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning .

5、i‘ve learned a lot that way .a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it .2) 在句中做宾语 例如: you have done a lot for him .3) 在句中做状语 ,且可修饰比较级

例如: he feels a lot better today .4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.

6、she added that having conversations with friends was not helpful at all .add v.增加 ,补充说 , 继续说

【拓展】 1) add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen .2)add up to 总计 例如: these numbers add up to 177 .● 专项练习 选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____ .a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom .a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese .a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province .a.in;tob.to ;toc.on; tod.in; to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式， 表示―通过„„方式，方法‖或―借助某种手段‖

例如：
how do you usually go to school ？ i go to school by bus。

he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v .shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices .语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.

4、„he finds watching movies frustrating because the people speak too quickly .watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pa the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。

能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。

教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读 朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。

3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。

2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。

听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇2：人教版新目标九年级英语最全教案 九年级全一册英语学案及教学设计

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving .2) the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求：
会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。

fun n.乐趣 ，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party 。

2）have fun doing sth 意为―开开心心做谋事‖

例如：
the children are having fun playing this game .类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese .end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如：
the end of the year 2.边缘；
极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english .the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.

4、do you ever practice conversations with your friends ? 1) ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always ，usually ，often ，sometimes ，hardly ，ever ，never，用在行为动词之前，助动词之后。

2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning .

5、i‘ve learned a lot that way .a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it .2) 在句中做宾语 例如: you have done a lot for him .3) 在句中做状语 ,且可修饰比较级

例如: he feels a lot better today .4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.

6、she added that having conversations with friends was not helpful at all .add v.增加 ,补充说 , 继续说

【拓展】 1) add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen .2)add up to 总计 例如: these numbers add up to 177 .● 专项练习 选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____ .a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom .a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese .a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province .a.in;tob.to ;toc.on; tod.in; to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式， 表示―通过„„方式，方法‖或―借助某种手段‖

例如：
how do you usually go to school ？ i go to school by bus。

he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v .shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices .语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.

4、„he finds watching movies frustrating because the people speak too quickly .watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pa the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。

能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。

教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。

3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。

2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。

听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇3：人教版新目标英语 初三 英语教学案例 ---不妨空手进课堂 背景

《英语课程标准》提出学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，也就把学习当作一件乐事。

问题的发现与解决

上课铃响了，我匆匆忙忙地赶往教室，猛然发现自己只带了刚批好的作业本，而忘带了教课书、备课笔记和教学参考，心里不由一阵慌乱。回办公室去拿，岂不是要耽误时间？可现在两手空空，又恐怕要误人子弟。

师生问候完毕，学生在静静地等候我的下文，面对三十多双期待的眼睛，我一边暗暗庆幸备课时认真地钻研了教材，心中有一些底，一边脑子急速转动，想着对策。英语新课程标准不是强调要把课堂还给学生吗？我何不“偷”一回“懒”，让学生给我上一堂课。于是，我向学生坦白了我的尴尬处境，并与学生商量：“老师什么也没带，这节课你们来教我吧。”学生一阵惊愕，一片哗然，继而跃跃欲试。一堂师生角色互换、别具一格的英语课拉开了帷幕：
teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 part a let’s talk.一学生上黑板写题目，一笔一画，极为认真，颇有老师的架势。

teacher：who can help me review the words in part a let’s learn ? 学生们跃跃欲试，脸上抑制不住兴奋，他们也许为能帮助老师而自豪，也许为自己学有用武之地而快乐。我请了一位平时学习成绩中等的同学，只见他迅速地拿着自己的学生卡片来到讲台前，模仿着我平时的样子。先让同学们齐读一遍，然后将卡片的顺序打乱让其他同学猜下一张是什么？台下的同学积极举手，踊跃发言。很多同学还自然而然地将单词和句子结合在一起使用如my chinese teacher is strong and kind.we all like her.师（迫不及待）：who’s your english teacher? what’s she like? who can tell me? : mi bao is our english teacher.she’s young and tall.she’s funny and kind.(异口同声) teacher: what about your other teachers? talk about your math/science/? teachers with your friends.学生积极讨论，有的准备用对话的形式；
有的准备用介绍的形式；
有的准备用表演的形式，花样还挺多。

接下来的汇报让我一阵阵惊喜，也让我一次次震惊，我发现了许多原本该发现而没有发现的东西?? 他竟然是位朗读高手。开学半个多月，他从未发过言，上课小动作还不断，我曾搞过突然袭击，可他总是一言不发。今天，他破天荒地举了手，我有些狐疑地叫他试试，没想到他不仅讲得正确、流利，而且还不时地模仿老师平时地动作、神态，课堂气氛异常活跃。在激动之余，我不由一阵汗颜。教师不该带着有色眼镜看人，应拥有一双善于发现的眼睛。课堂，应给每位学生施展才能的机会——他们是表演的天才。

let’s talk.课文下面准备地几幅图片都非常生动有趣。学生在短短的几分钟内排演成了课本剧，我不得不佩服学生的理解能力和表演天赋，他们把课文中地对话进行了扩展和延伸，将新知和旧知有机地结合在一起，表演得惟妙惟肖，他们不仅依托课本运用了课本中的语言结构，还自然地融入了自己的理解、自己的语言。学生在轻轻松松的表演中，不知不觉就达到了教学目标。

反思

外语学习的首要任务是“学”而不是“教”。科德（corder,1981）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；
不应阻碍学习，而应有助于学习并促进学习；
不能令学生去适应教师和教材，而应让教师和教材去适应学生。作为外语教师，我们知道，英语不同于其他基础学科，它是一门实践课，其语言技能是需要通过学生个人的时间才能培养和提高的。因此，他的教学效果在很大程度上取决于学生的主观能动性和参与性。认知理论认为，英语学习的过程也就是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。

没想到，我无意中空手上的一堂课，却成了我与学生最快乐、最轻松也最满意的一堂课。原来，没有了教本、教案、教参，就没有了束缚。教师就不必随着教本亦步亦趋，学生也就不必随着教师预设的圈套乖乖就范。没有了束缚，就拥有了自由，师生就能以平等的身份出现，平等地交流自己的感受和意见，相互理解，相互欣赏。教师无所牵挂，心中只有学生，教师跟着学生的思路走，随机调控，灵感跌出。学生无所限制，思维自由驰骋，在与文本、教师、同学的平等对话中，感受到自身的价值，感受到共享的甜蜜，感受到成功的快乐。空手进课堂的感觉真好，不过，这无疑对教师是个挑战，教师必须对课本烂熟于心，必须对教材钻研深刻，必须预先猜测学生在课堂上的一些“可能”，必须有灵活的应对能力。空手进课堂，决非容易，功夫还在课外。

参考目录：
1．《英语课程标准》（实验稿） 2．《新课程新教材教学案例与评价示例》 unit 7 what does he look like? sectiona( the first period) 龙泉外国语实验学校胡玲 课堂实录：

在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“pally says„”game开始引课。

stepi.guidance: play “pally says„”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。

rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it .if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our leon.t: do you like mi hu? : yes.t: why? : because you are beautiful.t: thank you.do you like her?(图片展示) : yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?( 图片展示同时板书。) step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the to describe the clamates.先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。stepiii.pair work at first the teacher gives the an example.then ask practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。

stepiv.play a gueing game.at first the teacher gives the an example.then ask to describe anyone in the claroom.let the others gue.这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。

stepv.free talk: talk about any person who you like.这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。

stepvi.describle and draw ask to describle “what do you look like when you are 20 years old and draw a picture of it.设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。

stepvii.1a—1b 在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。

stepvii.motto 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。

stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。

初二英语分层次教学中个案辅导策略研究

[ 录入者:admin | 作者:未知 | 来源:网络采集所得| 浏览:394次 ] 一.情况概述

学生的学习可能性与教学要求之间的矛盾的对立统一关系是教学发展的动力。分层递进教学着眼于协调教学要求与学生学习可能性的关系，推动教学过程的展开。学生的学习可能性存在着差异，每一位学生都有发展的潜能，于是教师要针对不同的学生，在分层递进教学中对学生的学业进行行之有效的个别辅导。

自2003年9月起在初二(5)班英语教学中实行了分层次。即把我所任教的初二(5)班，按英语学科的成绩，重新组合分为a、b两个教学层次。a层次相对是学业成绩较差的一个班，而b层次是相对成绩较好的一个班。分层次是分层递进教学的一种授课形式。

分层次之后，学业成绩相近的学生在一起学习，便于教师在授课时提出与他们的可能性相协调的要求，采取适宜的方法，更有效地开展教学活动，在这种学习氛围中也有利于学生展开竞争。b层次尽管学生学业成绩相对较好，但其中也不乏学科发展不平衡的学生，初二(5)班黄××同学，便是其中较为典型的一例。黄××同学是工人子女，初二才从海南转来本校学习。该学生英语科成绩在进校时的一次初二摸底考中只得了63分。对于一个在b层次学习的学生，她英语学科的分数在班里是属于最低档a层。经过几方面综合分析，我认为造成黄××同学英语学科成绩不良的因素是：1.由于海南与福建两地使用的英语教材不同，有些词汇与语法现象黄××同学没学过；
2.由于教学体制与体系不同，一般外地学生来本校求学时，均感到外语学习费力；
3.学生自己本身在学习中存在偏科现象，而英语又是其薄弱的一项。但是黄××同学本人学习勤奋刻苦，人品正直，资质不错，有学习的潜力，且愿意在学习上下功夫。

二.个案辅导策略

现代教育指出一个好的教师不仅要向学生传授知识，而且要通过有目的的教学教给学生独立地掌握知识的本领。心理学家e.d加涅认为现在公共教育存在的两个问题，一是教师如何改进他们的教学；
一是学生如何改进他们的学习。加涅将这两个问题概括为教学策略和学习策略。越来越多的研究结果证实，学习困难学生的学习策略通过教师教学和课后辅导相结合，能提高学习困难学生的学业水平，也能改善他们的学习策略。

黄××同学的英语学业成绩不良，有其客观性，九年制义务教育对于普及文化知识是一种强有力的保证，英语学科的教学还只是处在入门阶段，如果在入门阶段就及时发现问题，及时地进行学习方法的指导、学习能力的培养，对学习过程进行有效地调控，那么学生学习成绩不良的状况会得到有效地改善，学生的学习能力会进一步地提高。黄××同学学习自觉有热情，教师关键要在学习方法、学习策略上予以辅导。在分层施教的教学环境中要充分利用学生其自身差异的特点，利用开发这些资源，挖掘学生的潜力，让学生主动学习。

三.操作方法

(一) 学习策略的辅导

学习策略是指主动的学习者在特定的学习情境中运用的学习方法和学习调控的有机统一。学习策略不仅包括一些具体的学习方法或技能，而且包括能根据学习任务和情景特点，制定合理的计划，运用合适的学习计划，正确的对学习过程进行监控。

1.制定学习计划

首先让黄××同学结合自己的学习特点及生活习惯制定一份个人学习计划，要求符合全面、合理、高效的原则，安排好每天的英语学习。制定学习计划的目的是为了让学生在学习中有计划地学习，在计划的实施过程中个人及教师要定期进行指导与督促。

2.养成良好的学习习惯

`九年级英语新目标第一单元教案

备课人白灵

第一单元 Section A（第一课时）

How can we become good learners? 教案设计

一、Teaching aims:(教学目标) Talk about how to study English 二Language goal（知识目标）：

学习使用“How do you study …? ”及其答语“I study by …” 句型

三Emotion goal（情感目标）：
(1) Talk about the ways for studying English ;(谈论学好英语的方法) （2） Give them the confidence to learn and enjoy English.（帮他们树立学好英语的信心）

四．Teaching importance and difficulties（教学重难点）

How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group..五 Teaching steps（教学步骤）

Step 1 Lead-in with a free talk(自由对话导入新课) Greeting with the students; instruction myself，I want to ask you some questions : (1.) Do you like English leons? (2.) In the past exam, Are you satisfied with yourself? (3.) Do you learn English by studying with friends?

OK , Today ,let‟s talk about how to study for a test and how to learn English well.（展示课题）

Step 2 Activity 1----which is the most popular ways of studying （活动一：最流行的学习方式是什么） Ask the students how they usually study for a test.Use the Power- point to learn the different ways, make a simple count.Learn the new words.Flashcard（抽认卡）: It‟s a kind of card with a word or a picture on it ,and it‟s usually be used for teaching Vocabulary（词汇）:It means that all the words someone knows. Step 3 Listen to the tape carefully

Now, we divided into two teams, the girls‟ team and the boys‟ team, which team listens carefully and answers my questions quickly, I‟ll give them a star.Well, Our race is started.Listen to the tape and find how each of them is studying for a test (1) Mei studies by making flashcards, so the answer is „„a”.

(2) Pierre（皮埃尔） studies by asking the teacher for help, so the answer is „„c”

(3) Antonio（安东尼奥） studies by listening to the tape, so the answer is „„b”.

Step4 Activity 2-----The best ways to learn English.（活动二：最有效的学习英语的方式是什么） Listen to the tape, check the questions you hear Ask the students how they learn English.Count the numbers in different ways.Choose the best ways . Listen again and match the answers.Use the power-point to help the ways. Step5 Write the new words free.（自由识记新词）

Several minutes with yourself and remember the new words in this text. Step6 Read aloud with your desk-mates together (同桌小组阅读练习) 练习句型：

(1) How do you study for a test?

I study by listening to tapes/working with friends/making flashcards /asking the teacher for help/by making vocabulary lists/by reading the textbook… (2) How do you learn English ?

I learn by studying with a group /by watching English-language videos/by reading aloud to practice pronunciation

(3) Do you learn English by reading aloud?

Yes ,I do /No ,I don‟t

(4) Have you ever studied with a group?

Yes ,I have.I‟ve learned a lot that way./ No ,I haven‟t. Step 7Self-check（自我检测）

Prepare a paper note with task 1.英汉短语互译

（1）用制做抽认卡的方式 （2）speaking skills

（3）by making vocabulary lists （4）通过向老师求教 （5）通过听录音带

（6） study with a group

2．根课文内容以及句子的意思完成单词 （1）I often p conversations with my friends. (2)We study for English tests by making word card . (3)We must read aloud to practice reading. (4)I‟ve learned a lot that way.

(5)Reading aloud is improves my speaking skills .3．句型转换

(1) Have you ever studied with a group? （做否定回答）

(2) I study English by asking our teacher for help.（就划线部分提问）

(3) It‟s too hard to understand the voices.(用so…that变为同义句) Step8Just for fun（轻松一刻）

Show it with the Power-point.Two mice Once two mice met in a library.One was chomping away(大口咀嚼） on an English dictionary.“What do you think you were doing ?”the other asked with a puzzled expreion （表情) on her face.The first mouse let out a long sigh（长嘘一口气）and said to the other one：
“ Be quiet ! I am learning English !” 六．Ending words.（总结下课）

Well ,that‟s all our today‟s leon .I had a great time with you and the winner is our …team ,let‟s congratulations to them 七Homework（作业布置）

make a conversation according to the conversation of 2d 八板书设计

unit1 How can we becomegood learners the ways to study English:

b y

asking the teacher for help

working with friends

making words card reading the textbook listening to tapes

1.知识技能：
a.Master the key words and sentences.

b.Learn to talk about the different festivals.

c.Improve the students ’

listening and speaking skills.

2.过程方法：

a.Learn the new words through word cards and conversations.

b.Lead in the target language through listening and speaking practice.

3.情感目标：
Lead the students to learn history and cultural meanings about different festivals

教案

课目：新目标九年级Unit12 You are supposed to shake hands

section A 3a,3b ＆4 on page 96

授课对象：初中三年级学生

授课重点：本单元重点句式：You are supposed to do something.

在掌握3a内容的基础上完成3b中的活动；
最后以作业的形式引导学生将课内外

的知识紧密结合，将课本知识运用到生活交际中。

教具：课本、纸质同步练习

时间：20分钟

教学设计：

一、内容：复习本单元重点句式：You are supposed to do something.

形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）

教具：纸质练习题

用时：3分钟

二、内容：进入3a部分的学习预计用时12分钟

形式：

1、快速阅读 并将文中出现的连词划出来预计用时:2分钟

2、进行判断练习，纸质练习题预计用时1分钟

3、齐读课文，填表（课本P96），划出文中答句 用时:3分钟

4、将划线句子逐个进行同义句转换

板书 举例; If you tell a friend you are …a bit late.

→When you tell a friend …,you are supposed to…

校对后齐读巩固预计用时4分钟

5、板书讲解对文中其他重点短语预计用时2分钟

①we’re pretty relaxed about time

②Spending time with family and friends is very important to us.

③drop by our friends’ homes.

④ make plans to meet our friends.

⑤walk around the town center,⑥seeing as many of our friends as we can！

三、内容：3b pair work

形式：填空练习，校对，齐读

教具:纸质练习

用时：3分钟

四、内容：part4,page96

形式：布置作业；
结合生活情境填表，然后将各个句子改成You are supposed to

do something.的形式。

用时：1分钟

教学反思：

Unit 10 By the time I got outside, the bus had already left．

The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary

oversleep （2） Target Language

What happened? I overslept． And by the time I got up, my brother had already gotten in the shower． 2． Ability Objects （1） Teach the students to use the new words．

（2） Train the students to narrate past events with the Past Perfect Tense． （3） Train the students’ listening and speaking skills with the target language． 3． Moral Object It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．

Ⅱ． Teaching Key Points 1． Key Vocabulary

oversleep 2． Target Language

Narrate past events with the Past Perfect Tense Ⅲ． Teaching Difficult Points 1． Train the students to narrate past events with the Past Perfect Tense．

2． Train the students to understand the target language in spoken conversation． Ⅳ． Teaching Methods 1． Thinking of examples from the students’ real lives． 2． Making sentences by looking at the pictures． Ⅴ． Teaching Procedures Step I Revision 1．

Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I’d like to…/I love to…/I hope to…

2． Practice the dialogue in Activity 3c on page 62 again．

3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．

Step Ⅱ 1a First write by the time on the blackboard． and tell the cla the meaning of it．

Say this sentence to the cla: By the time the teacher came in, the students had begun reading English．

Tell them to note the structure "had begun" in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one． Write By the time I came back…on the blackboard．

Say to the cla, By the time I came in． What had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard． Then get more students to answer differently,

Read the instructions to the students and read these questions to the cla as well． What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer them by saying something he or she usually does in the morning． Then have the whole cla practice in pairs． Ask each other the questions．

After they finish talking, ask one or two pairs to say their conversations to the cla． Correct the mistakes they may make with the other students．

Call the students’ attention to the pictures in Activity la．

Then tell students to talk about the pictures in groups of four． Move around the claroom, listening to students and offering help． Make sure that they talk in English．

After they all finish talking, ask different groups to tell the cla about the pictures．

Step Ⅲ 1b Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence． Then go over the other unconnected parts of sentences, too． Play the recording for the first time．

Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．

Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by gueing． Step Ⅳ 1c First play the recording in Activity 1b again and let the students read after it． Do it at least twice． Then read the instructions together with the whole cla．

You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the cla before they begirt Have the students work in pairs． Move around the room offering language support as needed． After they all finish talking, ask some pairs to say their conversations to the cla． Step Ⅴ Summary Step Ⅵ Homework 1． Write out the story of Tina, Note to use the target language．

2． Revise when to use the Past Perfect Tense and the verb structure of it．

The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Target Language By the time she got to cla, the teacher had already started teaching．

When she got to school, she realized she had left her backpack at home．

When I got home, I realized I had left my keys in the backpack． （2）The Three Forms of the verbs． 2． Ability Objects （1） Train the students’ listening skill．

（2） Train the students’ writing skill with the target language． （3） Train the students’ speaking skill．

（4） Train the students to use the three forms of the verbs． Ⅱ． Teaching Key Points 1． Listening practice with the target language．

2． Use the correct verb forms to fill in the blanks by listening． 3． Make sentences using the Past Perfect Tense． 4． The three forms of the verbs． Ⅲ． Teaching Difficult Points 1． Write an ending for the story in Activity 2c． 2． The three verb forms in Grammar Focus． Ⅳ．Teaching Procedures Step I Revision 1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68． 2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made． 3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is． Step Ⅱ 2a Read the instructions to the cla． Be sure that all of them know what to do．

Call the students’ attention to the four pictures． Get them to gue the correct order of the pictures first． The first

one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．

Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．

Check the answers with the cla and see who have ever got the correct answers without listening． Step Ⅲ 2b Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets． Let the students fill in the blanks with the correct forms individually．

Move around the claroom collecting the common mistakes they may make．

After they all finish writing, tell them to get ready to listen to the conversation and check their answers． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the cla． Step Ⅳ 2c Ask the whole cla to read the instructions together．

We have a new task now． We know Tina was late for cla． What do you think happened after Tina was late for cla?Work with a partner． Make up an ending for the story by continuing it． The beginning has been given． Get students to discu in pairs． Complete the ending． Make sure they are talking in English． Move around the claroom, offering language support if needed． After ten minutes, ask students to stop discuing． Get some pairs of students to tell the cla how they think the story ended And let the whole cla decide whose ending is the best． Tell each pair to write down their ending, or do it after cla if time is not enough． Step Ⅴ Grammar Focus Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard． Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers． Step Ⅵ Homework 1． Write down the ending of Tina’s story．

2． Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3． Review the Grammar Focus．

The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down （2） Target Language By the time I got there, the bus had already left．

By the time I woke up, my father had already gone into the bathroom． 2． Ability Objects Train the students’ reading skill with target language．

Train the students’ speaking skill with target language． Ⅱ． Teaching Key Points 1． Guide the students to read the article in activity 3a．

2． Help the students do the oral practice with the target language． Ⅲ． Teaching Difficult Points 1． Help improve the students’ reading skill by Activity 3a．

2． Help the students describe what has happened to them with the target language． Ⅳ． Teaching Procedures Step Ⅰ Revision 1． Revise what happened to Tina by asking several students to tell the story．

2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the

blackboard．

3． Check homework by asking one or two to read their own endings of the stroy． 4． Check homework by asking some students to read the sentences which they made． Step Ⅱ 3a Ask the whole cla to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．

Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the cla． Write the events on the blackboard as they report, putting the events in the correct order．

After checking the answers, tell students to read the article again more carefully． Tell them to find out the words or sentences which they can’t understand this time．

A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．

Then ask the students to read the article aloud． Move around the claroom while they are reading, offering help as needed．

Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．

Ask two students to read their answers and explain the sentences． Step Ⅲ 3b Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you? Have you ever overslept? Get a students to answer the question simply, such as Yes, I have． /No, I haven’t． Then ask one student to read the instructions to the cla．

Explain that describe the circumstances means to tell when, where and how the things happened．

Ask one student who has ever overslept to answer the first question and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．

Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the claroom providing sentences to the ones who need． Ask several students to share their stories with the cla． Correct any mistakes they may make． Let them check the answers in pairs． Step Ⅳ 3c Ask the whole cla to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the cla． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says "Yes"．

Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the cla．

Step Ⅵ homework 1． Write the answers to the questions in Activity 3b． 2． Write a conversation in Activity 3c．

The Fourth Period I． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary costume, show up, exhausted, embarraed, empty, fool, April Fool’s Day, go off, stay up （2）Target Language When I got there, I found that he had fooled me．

After an hour, the other kids showld up, and I realized that my brother had fooled me．

By the time I got to match cla, I was exhausted because I had stayed up all night studying．

I found out that my friend had fooled me． 2． Ability Objects （1） Train the students’ writing, listening and speaking skills with the target language． （2）Train the students to use the new vocabulary． Ⅱ． Teaching Key Points 1． Train the students’ listening and speaking skills with target language． 2． Teach the students the new vocabulary． Ⅲ． Teaching Difficult Points 1． Guide listening and oral practice using the target language． 2． Help learn to use the new vocabulary correctly． Ⅳ． Teaching Procedures Step I Revision 1． Revise the article in Activity 3a on page 70 by asking several students to read it． 2． Dictate some words and phrases: 3． Check the homework． Step Ⅱ 1a Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．

Get a student to read the sample answers to the cla before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．

Correct the answers by asking three students to read their answers to the cla． Step Ⅲ 1b Ask a student to read the instructions to the cla． Ask another student to read the example on the right．

Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the claroom checking their work and offering language support as needed．

After they all finish talking, ask some pairs to say their conversations to the cla． Step Ⅳ 2a Say something about April Fool’s Day to the students Call the students’ attention to the four pictures． Ask the students what is happening in each picture． Ask four different students to describe the pictures．

Read the instructions to the cla．

Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers． Step Ⅴ 2b Read the instructions to the cla． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample． Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the cla． Check the answers with the cla． Step Ⅵ 2c This activity provides oral practice using the target language．

First play the recording again． Pause after each sentence and get the students to repeat． Do it at least twice．

Ask a student to read the instructions to the cla． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it Then ask the students to work in pairs．

Each pair makes two conversations using information from the earlier activities．

Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the

cla．

Step Ⅶ Homework 1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a． 2． Write a conversation in Activity 2c．

The Fifth Period Ⅰ． Teaching Aims and Demands 1．Knowledge Objects （1） Key Vocabulary announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending （2） The reading paages about April Fool’s Day． （3） Write stories happened on April Fool’s Day． 2． Ability Objects （1） Train the students’ reading skill．

（2） Train the students’ writing and speaking skills． Ⅱ． Teaching Key Points 1． Teach the students the new vocabulary．

2． Help the students understand the three articles．

3． Guide the students to write stories happened on April Fool’s Day． Ⅲ． Teaching Difficult Points 1． Help the students understand the three articles．

2． Help the students write the stories happened on April Fool’s Day． Ⅳ． Teaching Procedures Step I Revision 1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the cla．

2． Check the homework．

Step Ⅱ 3a Read the instructions to the students．

You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day． Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．

Read the first article to the cla． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．

After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this: I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that． Do the same with the two articles left．

Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer． Step Ⅲ 3b Read the instructions to the cla． Play the recording again to help the students． Ask three different students to read the notes to the cla． Help the students make sentences with the notes first．

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed． After around ten minutes, ask a student to read the completed article to the cla．

The rest of the cla help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs． Step Ⅳ 3c

Read the instructions to the cla． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．

Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized．

Write a sample list on the blackboard: Next ask the students to write their jokes．

Ask some students to read their articles to the cla． Correct as many of the articles as poible in cla． Step Ⅴ 4 Read the instructions to the cla． Review the meanings of funniest, most embarraing and most creative．

Have the cla have a look at the sample conversation in the box before reading． Ask a pair of the students to read it to the cla．

Then ask the students to read their stories to the cla． After all of the students have read, ask the cla to vote for the funniest, most embarraing and most creative stories． Step ⅥHomework 1． Read the three articles aloud after cla．

2． Correct the magazine story and the joke you have written． 3． Try to remember the new vocabulary．

The Sixth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Verbs rush, realize, invite, show up, stay up．

（2） Write an article according to the pictures given． （3） Vocabulary homework, look, costume, empty 2． Ability Objects （1）Train the students to use these verbs correctly: rush, realize, invite, show up, stay up． （2）Train the students’ writing skill． Ⅱ． Teaching Key Points 1． Help the students have a self check on the key words and target language of this unit． 2． Practise using these verbs: rush, realize, invite, show up, stay up．

3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty． 4． Direct the students to write an article according to the pictures given． Ⅲ． Teaching Difficult Points 1． Help the students make sentences with the verbs．

2． Direct the students to write an article with the pictures given． Ⅳ． Teaching Procedures Step I Revision 1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2． Ask three different students to read the articles．

Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．

Ask students to fill in the blanks on their own． Check the answers．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes． Step Ⅲ Part 2 Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming? Get the whole cla to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, ask a few students to tell the cla about Ming’s day． Let the rest of the cla help correct the mistakes that they may have made．

Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after cla． Step Ⅳ Part 3 Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group． The first one has been given as a model．

Ask some students to tell their answers to the cla． Check the answers with the whole cla． Step Ⅴ Just for Fun! Call the students’ attention to the cartoon pictures． Tell them to see what happens． Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella． Step Ⅵ Homework 1． Revise all the language points in this unit．

2． Finish off the exercises on pages 36～38 of the workbook．

3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up． 4． Rewrite the article．

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