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新目标英语九年级英语教案Unit1

Unit 1 How do you study for a test?

Part 1: Teaching design

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 pa rtner to practice English with.

Maybe you should join an English club.

Learning strategies: Personalizing, Role playing

Section A

Goals To talk about how to study To read about how to study 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?▲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.

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

Lear ning couldn’t be easier!

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……

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 t hat. How did you study, Pierre?

1c Doing a pairwork

Now in pairs ask your partner how he or she studies for a test. 2a Listening and checking

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

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.

3a Reading the article and completing the chart

1.Reading to the tape

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

3b Doing a pairwork

4 Doing a pairwork

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

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.

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.

2c Doing pairwork

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

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.

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. SELF CHECK

1.Filling in the blank

2.Writing an article

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

新目标英语九年级英语教案Unit2

Unit 2 I used to be afraid of the dark.

Part 1: Teaching design 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.

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 mea n? 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.

1b Listening and writing

Next you are going to listen to a conversation.

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.

2c Doing pairwork

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

Girl: Hey, Tom! Ov er 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?

G irl: Yeah, I wasn’t very tall .

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.

3b Doing pairwork

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

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.

Section B

Goals

●To tal k and listen about past likings

●To Read about past life

Procedures

Warming up by reviewing “used to”

To start with we s hall 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)

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.

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.

3a Reading and completing

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

information from the story read.

3b Completing the letter

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

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.

4b Doing groupwork

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

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

新目标英语九年级英语教案Unit3

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

Part 1: Teaching design 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, sta y up, drive, driver’s license,

Do yo u 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 lis ten and speak about school life

Procedures

Warming up by learning new words

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 th e statements in the box on page18.

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

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.

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.

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.

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” t o express your ideas.

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 o n school nights. How about you?

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

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…

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.

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.

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.

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. 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

新目标英语九年级英语教案Unit4

Unit 4 What would you do?

Part 1: Teaching design

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 be fore 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

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.

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.

2b Listening and checking

Listen to the tape again and check on page 27 the four things La rry’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.

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 real ly 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.

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 class es. You’ll find time that way.

I like to choose my own clothes, but my mother doesn’t a llow 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 rig ht 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.

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.

新目标英语九年级英语教案Unit5

Unit 5 It must belong to Carla.

Part 1: Teaching design 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 mu st, might, could and can’t for making inferences ●To lis ten 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.

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, t hat 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.

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. T he man is her favorite author.

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.

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?

3a Reading, numbering and circlin

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.

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: Wh at 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: Wh at do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance o f 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.

新目标英语九年级英语教案Unit6

Unit 6 I like music that I can dance to.

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 Relati ve 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.

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

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…

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.

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 mu sic that you can dance to. (d)

2. She likes musician who write their own lyrics. (a)

3. She doesn’t lik e 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.

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 Closing down by singing a clean-up song

新目标英语九年级英语教案Unit7

Unit 7 Where would you like to visit?

Part 1: Teaching design

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:

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.

Gi rl: 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…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 wo uld you like to go, Li Haifeng?

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

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 ther e.

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.

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 underli ng the thing you don’t like.

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: 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.

新目标英语九年级英语教案Unit8

Unit 8 Where would you like to visit?

Part 1: Teaching design

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 tal k 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 char t to learn about “phrasal verb”

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 2008 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

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 coul d 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 cle aning up the school playground.

●I’d like to help h omeless people in my hometown.

●I’d like to cheer up sick kids.

●I cou ld visit them in the hospital.

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.

2b Listening and filling in blanks

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 o ut advertisements after school.

2c Doing pairwork

Let’s go on to role play th e 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 o ur ideas that we come out with. A: We could put up signs after school.

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!.

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 c ity people’s life into stories

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.

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

新目标英语九年级英语教案Unit9

Unit 9 When was it invented?

Part 1: Teaching design

Structures: Passive voice (questions and statements)

Target language: When was the telephone invented?

I think it was invented in 1876.

Vocabulary: salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident

Learning strategies: Brainstorming, Role playing

SECTION A

Goals

●To learn to use Passive v oice (questions and statements) ●To listen, talk and read about invention

Procedures

Warming up by learn about Passive voice (questions and statements)

Passive Verb Formation

Auxiliary

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.

1a Doing group work

Look at the things on page 68. Number them in the order of their invention.

A: I think the telephone was invented before the car.

B: Well, I think the telephone was invented after the car. Televisor 1925 John L. Baird Scottish

A: I think the televisor was invented before the computer.

B: Well, I think the televisor was invented after the computer. Telephone 1876 A.G. Bell American

1b Listening and matching

Listen to the recording and match the inventions with the dates. Tapescript

Girl: Life must have been difficult when you were a kid. Woman: Oh, not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a te lephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

1c Doing pairwork

In pairs, one covers the dates and the other asks him when the things in the pictures on page 68 were invented. Then change roles and practice again.

A: When was the telephone invented?

B: I think it was invented in 1876.

A: When was the car invented?

B: I think it was invented in 1885.

A: When was the TV invented?

B: I think it was invented around 1927.

A: When was the hand-held calculator invented?

B: I think it was invented in 1971.

2a Listening and numbering

Next you are going to listen to a tapescript and number the inventions in the order that you hear them.

Tapescript

Boy: What are those?

Girl: They’re battery-operated slippers.

Boy: What are they used for?

Girl: They’re used for seeing in the dark.

2b Listening and matching

You shall listen to the recording again and match the items in the chart on page 69 in columns A, B, and C.

A: Invention B: Who was it/ were they invented by? C: What is it/ are they used for?

Shoes with adjustable heels Chelsea Lanmon Scooping really cold ice cream

2c Doing pairwork

Role play the conversations using the information in the chart in the middle of page 69. Pay attention to the formation of passive voice.

A: What are the shoes with adjustable heels used for?

B: They are used for changing the style of the shoes.

A: What are the battery-operated sneakers used for?

B: They are used for seeing in the dark.

A: What is the heated ice cream scoop used for?

B: It is used for scooping really cold ice cream.

3a Doing pairwork

There are two kinds of inventions. One is helpful invention, and the other is annoying invention. Now in pairs make a list of five helpful inventions and five annoying inventions. Helpful inventions Annoying inventions

Example: telephone Example: alarm clock

3b Doing pairwork

In pairs discuss your opinions in 3a with your partner.

A: What do you think is the most helpful invention?

B: I think the most helpful invention is the light bulb.

A: Why is that?

4 Doing groupwork

Imagine you are left alone on a small island in the sea. If you are allowed to take five inventions along with you, what would you take?

I like to take the followings with me.

knife flashlight handphone telescope gun

新目标英语九年级英语教案Unit11

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