下面是小编为大家推荐的湘教版 9A unit 6 topic 3 教案(湘教版九年级英语上册教案教学设计)，本文共12篇，欢迎阅读，希望大家能够喜欢。
篇1：湘教版 9A unit 6 topic 3 教案(湘教版九年级英语上册教案教学设计)
Section A
The main activities are 1a, 3a and 3b. 本课重点活动是1a, 3a和3b。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrases:
chalk, handwriting, dozen, dozens of, cheap, package, smooth, pound, dollar, penny
2. Learn what to do before leaving school and learn to write a speech at graduation ceremony:
(1)...there is going to be a graduation ceremony.
(2)...first of all, we must pass our final examination.
(3)be ready for graduation ceremony
Ⅱ. Teaching aids教具
教学磁带/录音机/画有英镑、美元和便士的卡片/含有Auld Lang Syne的歌曲磁带/布包
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (播放Auld Long Syne歌曲营造一种离别的气氛，创造真实的语言学习环境，唤起学生的思维。)
T: Boys and girls, do you know the song? What’s the name?
Ss: Auld Lang Syne.
T: That’s right. We listened to it in Junior Eight. Could you tell me what it is about? Who will try? OK, S1.
S1: It is about the feeling when people say good-bye.Is it right?
T: You are completely right. We often hear the song at the end of some activities. How time flies! Soon, we’ll finish our school, that is to say, we’ll graduate from school soon.
(老师慢读graduate,并且重读几遍，让学生了解其意义和学会其读音。)
2. T: If we hold a graduation ceremony (graduation ceremony means a meeting or a party for graduation, in Chinese means “毕业典礼”), and write best wishes in English. What will you write? Write it on a piece of paper soon.
(此活动可激活学生已有的知识，也可引出下面的一些新单词。老师选出有深意的几份，其中有一份的字非常漂亮。)
T: Now, I collect some of yours.
T: S2, could you read the slogans for us?
S2: No problem. S3: says,“Let’s our friendship last forever.”
S4: says, “We are the owners of future.”
S5: says, “It’s lucky of us to have the days with you.”
S6: says, “I would rather lose the world than have no news of you.”
3. (导入新单词。)
T: Thank you , S2. How wonderful you all are, my friends! This job seems a piece of cake for you.
(教师抽出其中最漂亮的一份。)
T: Look at S5’s slogan. How beautiful his handwriting is! S5, could you design your slogan with some pictures on the blackboard with some colorful chalk before the graduation ceremony?
(教师在讲述时用相应的物体，通过直观法呈现新单词，并依次板书。)
S5: Of course, I am glad to.
T: Thank you, S5. I’ll give you a gift ahead, but you must guess what it is. Listen carefully. It’s round and long and smooth and its length is about six centimetres. We use it to write every day. What’s it?
S5: A pen.
T: Yes, it is. The pen is cheap. It only costs 6 yuan.
But as the saying goes, it’s the thought that counts. It means“礼轻情意重”.
T: The gift is in my package. Here it is! Here you are, S5.
I wish your handwriting become more and more beautiful.
S5: Thank you very much.
(教师从包里取出画有英镑、美元和便士的图片。依次呈现给学生。以轻松幽默的语气继续导入生词。)
T: Look. There are some pictures of foreign paper money, I’ll get dozens of gifts for you with the money if you study English well. This is English money, a pound, this is American or Australian money, a dollar and this is a penny.
a piece of cake: something easy to do
handwriting n. package n.
dozens of a dozen=twelve
chalk n. a piece of chalk pound n. a pound≈1.54 dollars≈12 yuan
smooth adj. dollar n. a dollar≈8 yuan
cheap adj. penny n. pound=100 pence
(依次板书划线部分生词，标出音标，领读几遍，用彩色粉笔标出需注意的问题，如单、复数形式。领读几遍后，让学生自己练习几遍。)
T: Can you remember all the new words and phrases? Is it a piece of cake?
Ss: Of course, it is.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (呈现毕业前的一般的活动，进入1a。)
T: Class, can you tell me how soon will you graduate?
Ss: About five months.
T: What have you thought you will do before leaving school, S1?
S1: We must study hard to pass the final examination.
T: What about you, S2?
S2: We should leave the telephone numbers and addresses.
T: Do you think if there is going to be a ceremony?
Ss: Yes, we think so.
T: Turn to 2 on Page 41. Discuss with your partner. Check what you will do before leaving school.
(学生分组讨论，抽查部分学生的答案。)
T: S3, what will you do?
S3: I’ll take photos of everyone, prepare for my examination and have a class get-together.
T: S4, how about you?
S4: I’ll give presents to everyone and prepare gifts for teachers.
T: Stop discussion. Now, look at the picture on Page 41. Kangkang and some others are talking with each other. Let’s listen to the tape to see what they are talking about. Then answer my questions.
(播放课文对话磁带。)
T: Can you follow the dialog?
Ss: Yes, we can.
T: Now, some tasks for you. S5, please.
When will they graduate?
S5: This weekend.
T: Question 2. What does Michael think of the final examination?
S6,please.
S6: He thinks it’s a piece of cake.
T: Question 3. What will Kangkang say at the graduation ceremony?
S7: He will say he has learned not only how to study, but also how to be an adult.
T: Well done!
2. (进入3a。)
T: We learn there are many activities we’ll do before leaving school.
If we hold a graduation ceremony, what will be done?
S8: Write a slogan on the blackboard and draw some pictures on it.
S9: We’ll talk about our friendship and our plan.
S10: We’ll give presents to each other.
S11: ...
...
T: Your ideas sound very good! We go on listening what Miss Wang and the students are talking about.
(播放课文3a的教材内容。教师把下列阅读任务写在黑板上。)
Answer the following questions according to 3a:
(1) Who will design and write on the blackboard?
(2) Who has prepared dozens of cards for classmates?
(3) What is Kangkang’s package full of?
(板书上述问题。由于本课生词较多，让学生听完磁带后再阅读，然后再做上述练习。)
T: Now, read the dialog, then I’ll ask some of you to answer the questions on the blackboard.
(学生自由朗读。)
T: Stop! S12, have you got the answer to No.1?
S12: Yes, I have. Maria and Michael will do the job.
T: Right or wrong?
Ss: Right.
T: Who has prepared dozens of cards for classmates?
S13,please.
S13: Jane.
T: Right. What’s Kangkang’s package full of ? S14, could you?
S14: Kangkang’s package is full of presents.
T: You’ve done well.
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (进一步熟悉课文内容，分角色进行对话练习。朗读1a和3a。)
T: This time, we’ll act as different roles. Group 1 acts as Kangkang, group 2 acts as Michael, group 3 acts as Maria, group 4 acts as Jane, and I act as Miss Wang. One, two, three, go!
2. (进入1b部分，参照黑板上针对3a的提问，复述对话内容。在了解文章内容的基础上，通过体裁的变化改写文章，培养学生的语言表达能力。)
T: Boys and girls, refer to 1b and the questions on the blackboard, could you tell us what they talk about? You have one minute to prepare.
(让学生先准备，再进行复述。)
T: S15, please retell the first dialog referring to 1b.
S15: Let me try. They will graduate from Ren’ai International School and hold a graduation ceremony. There is going to be an examination which they have to pass. They are going to buy some gifts so that they will never forget their friendship.
T: Great! S16, please retell the second dialog referring to the questions on the blackboard.
S16: They are talking about their graduation ceremony. Maria and Michael will prepare for it. Maria will draw some colorful flowers and write some words on the blackboard.Michael will help her. Jane has got dozens of cards and Kangkang has prepared a large package full of presents for their classmates.
T: How about S15’s and S16’s jobs?
Ss: Wonderful!
T: Let’s clap for them.
Step 4 Practice 第四步 练习(时间:8分钟)
(进入3b部分和4。)
1. (为毕业典礼进行的购物活动。)
T: In the lesson, many of you say you will buy some gifts for your classmates. Now let’s go shopping. When you buy something, you should make sure what you’ll buy, why you buy it, and how much it is and so on. The sentences on Page 42 may help you.
Turn to Page 42. Let’s look through the sentences.
(引领学生浏览3b中的句子，为下面的对话活动作准备。)
T: OK. Please find a partner. One acts as a customer and the other acts as an assistant. Make up a dialog. Then, I’ll ask some pairs to act it out.
S1,2: All right.
S1: Good morning. What can I do for you?
S2: Good morning. I need a red package for the graduation ceremony.
S1: Sorry. I have no red package any longer.
S2: Do you have any other colors?
S1: I have some blue ones. It’s very cheap but beautiful.
S2: How much is it?
S1: It is 5 dollars.
S2: OK, I’ll take it. Here is the money.
S1: Thank you.
2. (进入4， 听力训练。)
T: Let’s listen to 4 and learn what Michael does at the shop.
(播放听力磁带。听完一遍后，做书上的练习。)
T: Can you catch the paragraph?
Ss: Yes, we can.
T: Please turn to 4 on Page 42. Mark the sentences True (T) or False (F) alone.
(学生独立作业。)
T: S3,could you give your answers?
S3: Of course. They are T, F, T, F, T from 1 to 5.
T: Do you agree with him?
Ss: Yes, we do.
T: Listen to the passage once more. Check your answers.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
(实践活动)
T: If you are asked to design a blackboard paper for the graduation ceremony.
How will you do it?
Please design it on a piece of paper alone. Each group chooses the best one from your group and hand it in.
Section B
The main activities are 1a, 2a and 2c. 本课重点活动是1a，2a和2c。
Ⅰ. Teaching aims and demands教学目标
1. Master the new phrase:
to one’s joy
2. Go over the present perfect tense:
(1) Maybe I have done some things that hurt your feelings in the past three years.
(2) I’ve certainly forgotten everything like that.
3. Learn to make an apology:
(1) I beg your pardon.
(2) You don’t need to say sorry.
4. Practice making a speech at the graduation ceremony.
Ⅱ. Teaching aids教具
磁带/录音机/写有阅读任务的小黑板
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (复习上节课功能话题，现在完成时态和其他一些时态的综合运用。)
T: Boys and girls, glad to see you again.
Ss: Glad to see you, too.
T: Our graduation is coming. What will you do for it?
S1: I must study hard for the final examination.
S2: I will buy some gifts for my good friends.
S3: I will make some cards for my classmates and design some beautiful flowers and words on the blackboard for the ceremony.
T: Great! Now, please work in pairs and discuss what you have done for graduation.
(学生互相讨论，复习现在完成时态的用法。教师尽量引导学生复习含有完成时态的陈述句、疑问句及其回答。)
T: S4, could you tell us what you have done?
S4: I have taken some photos to send to my good friends. S5 and I have prepared a program for the graduation ceremony.
S5: Yes, we have practised the program for a long time.
T: That’s great. Most of you have prepared for the examination, haven’t you?
Ss: Yes, we have.
T: It’s so smart of you to do so.
2. (导入新单词和短语。)
T: To my great joy, most of you are studying so hard. Here “to one’s joy”means “what makes one happy”, that is to say，in Chinese, “使某人高兴的是……”, for another example, to his great joy, he has passed the examination. Who can make a sentence with the phrase?
S6: To my great joy, I have such a teacher as you.
S7: To our joy, we have learnt not only how to study, but also how to be a man.
T: Wonderful! I think once you work hard, you’ll achieve your dream. “Achieve” here means “realize”, “achieve your dream” means that your dream will come true. We also can say “achieve one’s goal, achieve success...”
(板书划线内容。标出新单词的音标，领读几遍。)
to one’s joy Example: To his great joy, he has passed the examination.
achieve v. Example: achieve one’s dream, achieve one’s goal, achieve success(取得胜利)
T: Please make a sentence with the word “achieve”.
S8: If we want to achieve our dream, we must work hard.
S9: He has finally achieved success.
T: Thank you. You are great! Now, let’s go over some phrases. There are some sentences. Please choose a proper phrase or word to complete them. Please come here and write your answers on the blackboard, S10.
(呈现写有下列内容的小黑板。此项活动复习已学单词，短语，激活旧知识，为课文理解作铺垫。)
Fill in the blanks with a word or phrase in a proper way to complete the following sentences:
to one’s joy, realize, enjoy oneself, get along well, go on, thanks to.
(1) my classmates’ advice (建议), I have made so great progress.
(2) , I met an old friend in Beijing.
(3) Work hard, and you will your dreams.
(4) These years, we with each other.
(5) At the class get-together, they had a good time and very much.
(6) Having a rest, we writing our composition.
(学生单独做作业，随后讨论并修改。教师给出学生在作业中的典型问题。)
T: Boys and girls, discuss the answers on the blackboard and then let’s check them together.
The answers are:1. Thanks to 2. To my joy 3. realize 4. get along well
5. enjoyed themselves 6. went on
Step 2 Presentation 第二步 呈现(时间:12分钟)
1. (进入1a部分。)
T: Turn to Page 43. Look at the picture. Kangkang and Michael are talking about something. Listen to the tape and learn what they are talking about. There are some questions for you after listening:
(播放本部分教材内容磁带。老师板书下列问题。)
(1) Who will go back to America, Kangkang or Michael?
(2) Has Kangkang done anything that hurt Michael’s feelings?
What does Kangkang say?
(3) What are they going to remember?
T: Now, have you caught the dialog?
Ss: Yes, we have.
T: Great! Turn to the task on the blackboard. Question 1. S1, please give your answer.
S1: Michael will go back to America.
T: S2, are you sure about question 2?
S2: Yes, he has. He says “I beg your pardon”.
T: You are right. “I beg your pardon” here means “I am sorry” or “I beg you to forgive me”. When you can’t catch somebody, you also can say“I beg your pardon”. It means “I don’t understand you and please repeat it”.
I beg your pardon.
(板书划线部分。)
T: Let’s turn to question 3. S3, could you give the answer to it?
S3: They will remember all the good time they have had together.
2. (进入1b部分。)
T: All right. Read the dialog and make sure of your answers.
Group 1 and group 2 act as Kangkang, group 3 and group 4 act as Michael. One, two, three, go!
(根据班上座位的编排情况把学生分成两组，分角色朗读。)
T: Now, you have to finish a task alone according to the dialog.
Turn to 1b on Page 43. Fill in the blanks and finish it as soon as possible.
(学生独立作业。)
T: S4, could you give your answers?
S4: All right. Michael is going back to America. Kangkang will miss him a lot. In the past three years, maybe he has done some things that hurt Michael’s feelings. He is really sorry for that. But Michael says he will remember all the good times they’ve had together.
The answers are:miss, has done, feelings, sorry, will remember
T: Class, what do you think of his answers?
Ss: We agree with him.
3. (进入2a部分。)
T: Boys and girls. Maybe some of us will make speeches at the graduation ceremony.
Today, we’ll learn how to make it. There are two speeches at the graduation ceremony. Please read it on Page 43. Let’s see what they say in the speech. Read the passage in 2 minutes. There will be some tasks for you.
T: Finished?
Ss: Yes, we have.
(教师呈现写有阅读任务的小黑板。)
How they feels
What they got
What they will do
T: Look at the forms. Please discuss with your partner the three points: (1) How they feels? (2) What they got during the three years? (3) What they will do?
(学生展开讨论,随后汇报结果。老师填写关键词及短语。)
T: S5, please find the words and phrases showing their feelings.
S5: I’ll try. (1) excited and happy (2) a fantastic three-year time
(3) a happy family (4) many unforgettable memories
(5) to my great joy (6) love
T: So wonderful of you! S6, could you finish the next: what they got?
S6: OK. (1) learnt a lot from others (2) got along well with friends
(3) won the prize of “Excellent Student” (4) received a lot of praise
T: Thank you, S6, you are the same great. The last task: who will try?
S7: Let me try. (1) say good-bye (2) remember...
(3) go on working hard (4) come back to school
(把划线部分填入表格。使学生清楚地了解文章的具体内容。)
T: Thank you, S7. So wonderful!
Step 3 Consolidation 第三步 巩固(时间:8分钟)
1. (听磁带模仿语音、语调。)
T: We’ve learnt what the speech says. Now, listen to the tape.Pay attention to its pronunciation and intonation.
(播放课文磁带。)
T: Are you sure you have no problems about the test?
Ss: Yes, we are.
2. (开展任务型活动，帮助学生进行语音、语调练习，加深对句子的理解。)
(进入2b部分。)
T: I’ll check how you grasp the text. Turn to 2b on Page 44, choose the similar meanings. At first, finish the part alone.
(学生独立作业。)
T: Finished?
Ss: Yes, we have.
T: OK. S1, read the first sentence and choose the similar word.
S1: All right. We have had three fantastic years in Ren’ai International School. We can say we have had a great three-year time. So B is right.
T: You are right. S2, try No.2.
S2: I have many unforgettable memories. “unforgettable” means “hard to forget”. So A is right.
T: ...
(教师按此方法完成3-5题。让学生借此练习自己的发音。)
3. (活动二。整合文章内容。练习学生的语音、语调，进一步加深对文章的理解。)
T: There are some questions. Could you answer them according to the text?
(教师板书划线部分内容，同时给学生一些思考的时间。)
1. Why is she feeling so excited and happy?
2. What has she got during the three-year time?
Ss: Let us try.
T: Question 1: Why is she feeling so excited and happy? S3, please.
S3: Because she will graduate from the school soon. She thinks of what she has had and what she will do.
T: Wonderful job!
Question 2: What has she got during the three-year time?
Who will try this task?
(让学生自愿举手。)
T: OK. S4, please!
S4: She has learnt a lot from her teacher and her friend. She has learned that if she wants to succeed, she must study hard at first.
T: You are so wonderful!
Step 4 Practice 第四步 练习(时间:5分钟)
(进入课文2c部分。)
T: Just now, we have learnt a speech and we discussed how to make a speech. Now, we’ll discuss what you are going to speak at the graduation ceremony. At first, discuss with your partner, then make a list of what you will speak in a right order.
(学生开始讨论，要求他们列出讨论结果。)
T: Stop! Are you sure about your speech?
Ss: Yes.
T: S1, please give your list of what you will say.
S1: OK. I am glad to.
(1) My feeling.
(2) The reasons for my excitement and happiness.
(3) What I’ve learnt and done during the three years.
(4) The most moving event.
(5) My plan for the future.
(教师根据情况可另外让1-2名学生陈述。)
Step 5 Project 第五步 综合探究活动(时间:5分钟)
1. (练习写毕业典礼演讲稿。)
T: I think most of you have prepared for writing a speech.
Now, write it on your exercise book. There are some requirements for you.
(1) 先列出纲要。再写正文。
(2) 文章中尽量能运用已学或你收集的谚语或俗语。如:
①Where there is a will, there is a way.
②It’s the thought that counts.
③No pains, no gains.
(3) 词数:80-100。
2. Homework
Think of the activities referred to in the text. Which ones do you think not good for us? Show your reasons.
Section C
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Teaching aims and demands教学目标
1. Master some new phrases:
come to an end, bring about
2. Talk about graduation.
Ⅱ. Teaching aids教具
录音机/图片/各种毕业证
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (向学生出示康康做演讲的图片，为毕业典礼展开话题。)
T: What’s Kangkang doing?
Ss: He is making a speech.
T: Where is he making the speech?
Ss: He is making the speech at the graduation ceremony.
T: When will they graduate from Ren’ai International School?
Ss: At this weekend.
T: What must they do before graduation?
Ss: They must pass the final examination.
T: What will Maria do to get ready for their graduation ceremony?
Ss: She will draw some colorful flowers and write some words on the blackboard with chalk.
T: What has Jane done for it?
Ss: She’s got many cards.
T: What has Kangkang done for it?
Ss: He’s prepared a large package full of presents.
T: You will graduate very soon. What will you do for it?
S1: I will …
S2: I …
S3: …
T: Why do you want to give your presents to your friends?
S4: …
S5: …
T: You have been together at school for about three years.
You will think back to your golden old days when you miss your friends.
(板书划线部分。)
golden
T: “Golden”means special, wonderful.
Example: golden memories (美好的记忆)
golden chance (良机)
(让同学们翻译词组以巩固对单词的理解。)
T: 美好童年。
Ss: Golden childhood.
T: 美好的未来。
Ss: Golden future.
T: “Golden” also means something made of gold or have the color of gold.
Example: golden hair, golden necklace, golden earrings. Please translate these phrases.
(让学生们翻译这几个词组。)
Ss: 金发、金项链、金耳环。
T: The days you have been together will be a beautiful memory in your life. So we say the golden old days. How are you feeling now?
(让学生们说出毕业前的心情，为后面的写作打下基础。)
S6: I feel excited because I will go to another school to learn more.
S7: I feel worried because I must pass the final examination.
S8: I feel proud because I won the prize of “Excellent Student” in my class.
S9: I feel sorry because we will leave our school. Maybe we can’t meet each other for a long time.
S10: …
.
.
.
T: What will you say to your old friends?
S11: I’m going to remember all the good time we’ve had together.
S12: If I hurt you sometime, I want to say I’m sorry.
S13: I’ll miss you.
S14: We can get together again some time in the future.
S15: …
.
.
.
T: Are you willing to leave school?
be willing to do
That means “Are you happy or glad to leave school?”
(让学生们给出不同的回答。)
S16: …
S17:…
T: Are you willing to give a speech?
S18: …
S19: …
2. (听前准备。设置几个与本短文有关的话题，提前解释文中的某些句子。)
T: You will have a graduation ceremony very soon. But what is a graduation ceremony?
(帮助同学们用课文中的句子做出回答。)
Ss: A graduation ceremony is a custom which takes place when students graduate from a school.
T: When you graduate from a school, you will receive a piece of paper. On the paper, you can find your name, your school’s name and your principle will sign the paper. What do we call it?
(从本句的描述中引出新单词。)
Ss: It’s a diploma.
T: But what do you call the paper when you graduate from a college? It’s a degree. That can show that you are a college graduate or a university graduate.
(板书划线单词。)
degree, a college graduate, a university graduate
(呈现各种毕业证书及学历证书，让学生更明确地理解其含义。)
T: What does a graduation ceremony mean?
T & Ss: It marks the end of one’s school life.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (设置一个问题，听第一段，找出文章主题。)
T: What is the passage about?
(听录音，回答问题。)
Ss: It’s about a graduation ceremony.
2. (继续听完，让同学们划出文中难以理解的内容，教师做出讲解。)
T: Let’s go on listening. While you are listening, underline the words, expressions and sentences that are difficult to understand.
Step 3 Consolidation 第三步 巩固(时间:3分钟)
1. (自读，完成1b。)
T: Read by yourselves and answer the questions in 1b.
(请同学们说出问题答案，并核对。)
(1)A graduation ceremony is a custom which takes place when students graduate from a school.
(2)The ceremony is usually held in a big hall.
(3)On the ceremony, the best students make speeches. Each graduate will receive his diploma.
(4)After the ceremony, students often chat with their teachers, friends and relatives who come to congratulate them. They also take photos of each other and talk to each other about their future.
2. (四人小组活动，写出每段的关键词，并派一个代表复述课文。)
T: Please work in groups of four and find the key words in each group. Then ask one student to retell the passage.
(如果学生们感到有难度，可让他们逐段复述。)
3. (重点读最后一段，完成1c。)
T: Read the last paragraph of 1a and fill in the chart below. You can also add your own opinion.
(完成表格之后，找几个同学把添加的内容向大家汇报。)
T: How do you feel when the graduation ceremony comes?
S1: …
T: Why?
(以相同的方法问其他的学生。)
Step 4 Practice 第四步 练习(时间:15分钟)
1. (教师总结学生们的回答，把内容引向2。)
T: Different students have different feelings. But most people are not willing to leave. What about Kangkang? A journalist is interviewing him after the graduation ceremony. Choose the best answer and complete the dialog.
(1)(自读短文，填入正确答案，答案B, E, D, A, C)
(2)(设置问题，引导学生深入理解对话。)
① What’s Kangkang’s feeling?
He’s very happy and excited.
② Is he willing to leave his school?
No, he isn’t.
③ Will he keep in touch with his teachers and friends?
Yes, he will.
④ Will he come back to see his school? When?
Sure. He’ll be back on his school’s 10th anniversary ceremony in .
(3)(两人一组表演对话。)
Work in pairs to practice the dialog.
2. (总结离别前夕大家所想的、所做的，复习前几节课内容。)
T: Work in groups of four. Then ask one student to report to others.
(1)What have they done or what did they do?
(2)What must they do for the graduation?
(3)What do they want to do?
Summarize the contents and fill in the chart.
Name things they have done things they must do things they want to do
(板书画线部分。)
(1)What have they done or what did they do?
(2)What must they do for the graduation?
(3)What do they want to do?
(供参考段落)
They have had a fantastic three-year time in Ren’ai International School. They have studied and lived together for three years. Here they have learnt a lot of things from each other. They learnt how to study, how to do things together, how to get along well with others and how to be a man.
They each got the diploma of Ren’ai International school, and Kangkang won the prize of “Excellent Student”. He received a lot of prizes and made a speech at the graduation ceremony.
Before the ceremony, they must pass the examination first. And they did their best to congratulate the ceremony. Maria and her friends drew some colorful flowers and wrote some words on the blackboard with chalk. They sent each other some cards and other presents, too. Kangkang said he would come back to join the 10th anniversary ceremony in 2010 and keep in touch with his teachers and friends.
3. (让学生总结自己毕业前夕的情况，填表格并汇报。)
Name things they have done things they must do things they want to do
T: Work in four-people group and get one student to report your ideas to others.
Step 5 Project 第五步 综合探究活动(时间: 5分钟)
1. (讨论。写出在毕业前夕自己的感受及想对老师、朋友说的话，以口头形式做出汇报。)
T: Please tell your partner what you will feel and what you will say to your old friends.
S1: …
S2: …
2. Homework
Write a passage about what you will feel and what you will say to your old friends.
Section D
The main activities are 1a and 4. 本课重点活动是1a和4。
Ⅰ. Teaching aims and demands教学目标
1. Master some new words and phrases:
hurry, hurry up, head, in the future, awake, (at) any minute now
2. Express farewells:
(1)We have only a little time left to say good-bye.
(2)I’m sad to be here watching you all head back home.
(3)Which flight will you take?
(4)I’m sorry we have to go now.
(5)I hope you will have a great future. I look forward to reading about it in your e-mails.
(6)We’ll miss you!
(7)Keep in touch!
(8)Have a safe flight!
Ⅱ. Teaching aids教具
录音机/图片
Ⅲ. Five-finger Teaching Plan五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (以点将的形式复习本单元谚语。)
(老师说出汉语，让同学说出英语，考查同学们的记忆力。)
T: S1，礼轻情意重。
S1: It’s the thought that counts.
T: 有志者事竟成。
S2: Where there is a will, there is a way.
T: 凡人皆有得意日。
S3: Every dog has its day.
(老师说出英语，让同学们说出汉语，扩展同学们的知识。)
T: No pains, no gains.
Ss: 不劳无获。
T: A friend in need is a friend indeed.
Ss: 患难朋友才是真朋友。
T: An early bird catches worms.
Ss: 勤能补拙。
T: Waste not, want not.
Ss: 塞翁失马，焉知非福。
T: All roads lead to Rome.
Ss: 条条大路通罗马。
T: When in Rome, do as Romans do.
Ss: 入乡随俗。
2. (复习与毕业有关的内容，为引出新课作出铺垫。)
T: What does a graduation ceremony mark?
(帮助学生一起回忆教材中有关的句子。)
Ss: It marks the end of a period in one’s school life.
T: It means something else. What does it mean?
(让学生们自主发表意见。)
S4: It means we must leave this school.
S5: It means we can’t be together any longer.
S6: It means we have grown up.
S7: It means we can see each other only in our dreams.
S8: It means we may not see each other again.
(问及学生们自己毕业前的感受及原因。)
T: Everything has an end. You’ll leave our school very soon.
How do you feel about it?
(让学生们举手回答问题。)
S9: I’m happy.
T: Why?
S9: Because I can find new friends in another school.
(以相同的方式问其他学生。)
S10: …
S11: …
T: What do I feel? Do you know?
Ss: We don’t know. What do you feel?
(教师通过问这个问题来呈现本课新单词。)
T: I feel happy because you have grown up. But I feel disappointed too. Because I always dream of you these days. When I awake, I can’t see you, then I will feel anxious and hurry back to school. I want to get to school earlier and stay with you for a longer time.
(板书划线单词，进行释义，并领读)
awake, hurry
T: “Awake” means “wake up”.
Example:
I always awake at 6:00, then I get up at once.
(以词组和例句的形式解释生词。)
T: “Hurry” means do something more quickly than usual.
Example: Kangkang got up and hurried to school.
T: When we want somebody to do something quickly, we can say.
Hurry! or Hurry up!
And we can use it as a noun.
Example:
Kangkang got up late and he went to school in a hurry.
awake=wake up
I always wake at 6:00. Then I get up at once.
hurry=do something more quickly than usual
Kangkang got up late and he hurried to school/went to school in a hurry.
Hurry!=Hurry up!
There’s little time left. Hurry up!
(继续提出问题，为1a的呈现打下基础。)
T: Where is Maria from?
Ss: She is from Cuba.
T: Where is Michael from?
Ss: He is from the U.S.A.
T: Where is Jane from?
Ss: She is from Canada.
(教师总结，引出机场送行。)
T: Now they have graduated from Ren’ai International School. They have to go back home. How can they go back?
(这个问题很简单，同学们会自然回答乘飞机。)
Ss: They can go by air/by plane.
T: They are leaving for their homes, they are heading back to their homes. That means they are starting to go back home.
(板书划线部分。)
head back=start to leave for
T: Where should Kangkang see them off?
Ss: At airport.
T: Yes, Kangkang will see them off at Beijing Airport.
Step 2 Presentation 第二步 呈现(时间:5分钟)
1. (设置问题，让学生带着问题去听，锻炼其从听力材料中获取信息的能力。)
(1)Who is the last to get to the airport?
(2)Why was she so late?
(3)Which airline is Jane flying on?
2. (放录音，让学生找出答案。)
The answers are:
(1)Maria is the last to get to the airport.
(2)Because many people wanted to say goodbye to her family.
(3)Flight Ac 2968.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (打开课本，看着对话听录音，找出表达送别的用语并给出问题的答案。)
(1)Why is it a sad farewell?
(2)How do they plan to keep in touch?
(3)Does Michael like to write?
(4)What does Michael like?
The answers are:
(1)Because they may not see each other again.
(2)They plan to keep in touch by sending e-mails.
(3)No, he doesn’t.
(4)He likes skating.
(送别用语)
(1)We have only a little time left to say goodbye.
(2)I will miss you all.
(3)I’m sad to be here watching you all head back home.
(4)Which flight will you take?
(5)I’m sorry I have to go now.
(6)I hope you will have a great future. I look forward to reading about it in your e-mails.
(7)We’ll miss you!
(8)keep in touch!
(9)Have a safe flight.
2. (分角色表演对话。)
T: Let’s take roles to practice the dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
1. (做出相似的对话。)
T: Your graduation will come very soon. Do you need to see your friends off? Let’s suppose you are seeing your friends off at the airport or at the station. Make a similar dialog in pairs or in groups. You can use the sentences on the blackboard to help you.
2. (阅读，完成2。)
(1)(用所给动词的适当形式填空。)
The answers are:arrived, love, were dancing, to paint, dreamed/dreamt, awoke, missed, sent, meet, don’t forget
(2)(解释文中的生词及难懂的句子。)
T: “Alive” means “continue to exist” or “keep existing”, 继续存在。 We can say “keep a dream alive”,使梦想不破灭，“keep a hope alive”，使希望永不破灭。
(3)(设置问题，帮助学生们深入理解短文。)
① Where did Maria arrive?
② Where does she often go for a walk?
③ Why did she feel sad?
The answers are:
① She safely arrived at her hometown in Havana, Cuba.
② She often goes for a walk on the seaside.
③ Because she missed her friends.
3. (小组活动，设计毕业后的去向。)
T: You are going to leave school, what are you going to do after graduation? What do you want to be in the future? How can you achieve your dream? Please work in groups of four. Then ask the students to report for you.
Name want to be how to do
Steve arist go to an art school
Example:
Steve likes painting very much. He wants to be an artist very much, so he will go to an art school to achieve his dream.
Step 5 Project 第五步 综合探究活动(时间: 10分钟)
1. Collect famous sayings, then choose one as your motto.
2. Make an address book.
Name
Address
Telephone number
Motto
Star sign
Hobby
T: When you leave each other and want to keep in touch with your friends, you can make an address book. Fill in the chart and report it to others.
3. Homework
Get your schoolmates to fill in your address book.
篇2：模块7 unit 3 The world online 教案 ●Word power(湘教版九年级英语上册教案教学设计)
Step1: Brainstorming
1. Guessing Game:
At the beginning of today’s class, let’s play a guessing game. Here are several cards, each of which is related to the Internet or a computer. I’d like one of you to give a brief description of the each device and other students to guess what it is.
For reference
1. You see a set of keys for typing. (keyboard)
2. You use it to store information. It can store more information than a floppy disk. (hard drive )
3. You see words and pictures on it. (screen)
4. It is a machine that puts words and pictures onto paper. (printer)
5. It is a small device moved by hand. It controls the cursor on the screen. (mouse)
6. It is a part of the computer where the sound comes out. (speaker)
7. These are sets of instructions that control your computer. (program)
8. It is a short, movable line on the screen. (cursor)
9. It is a small square of plastic on which a computer mouse moves. (mouse mat)
2. Next time you are in our school’s computer room, notice how we operate a computer.
Step 2: Vocabulary learning
1. Do you know about the operation of a computer and the knowledge of Internet? We’ll conduct a question-and-answer activity. Please speak out what you know as much as possible. The purpose of this activity is to make you more familiar with the words and terms connected to the Internet.
2. Read Part A and make sure that you know what these words in blue mean or refer to in Chinese.
3. Focus on Part B and read the sentences individually first. Make sure that you know what these words mean or refer to in Chinese.
4. Read the e-mail in Part C, which was written by Kenny to his grandpa about the Internet. You are required to complete the e-mail with the words discussed on page 38. Try to guess the meanings of the new words from the context. Then we’ll check the answers.
Answers
C (1) browse (2) search engine (3) web addresses
(4) links (5) website (6) web page
(7) home page (8) back arrow (9) refresh
(10) minimize (11) download (12) virus
Step 3: Vocabulary extension
1. In Part D, you will learn some abbreviations that people use in Internet chat rooms. Whether you have used these abbreviations before? As the abbreviations use only the first letters of each word, it is fast to type them when chatting online. It is very popular among young people to use these words.
2. You can sometimes work out what an Internet abbreviation stands for by reading the letters out loud, for example:
B4 (before)
OIC (oh, I see.)
CUL8R (see you later.)
I’ll explain some other expressions to you:
BTW (by the way)
BFN (bye for now)
3. Complete Part D individually. Then we’ll check the answers.
Answers
D 1 LOL 2 FYI 3 KIT 4 BRB 5 BTW
6 TA 7 YW 8 TIA 9 CU 10 ASAP
4. Reading:
words: 288 time: 4’20’’
The Internet began in the 1960s as a small network of academic and government computers primarily involved in research for the U.S. military. Originally limited to researchers at a handful of universities and government facilities, the Internet has quickly become a worldwide network providing users with information on a range of subjects and allowing them to purchase goods directly from companies via computer. By , 84 million U.S. citizens had access to the Internet at home or work. More and more Americans are paying bills, shopping, ordering airline tickets, and purchasing stocks via computer over the Internet.
Internet banking is also becoming increasingly popular. With lower overhead costs in terms of staffing and office space, Internet banks are able to offer higher interest rates on deposits and charge lower rates on loans than traditional banks. “Brick and mortar“ banks are increasingly offering online banking services via transactional websites to complement their traditional services. At present, 14 percent of Internet households conduct their banking by means of the Internet, and the figure is expected to double or triple during the next two or three years.
Increasing commercial use of the Internet has heightened security and privacy concerns. With a credit or debit card, an Internet user can order almost anything from an Internet site and have it delivered to their home or office. Companies doing business over the Internet need sophisticated security measures to protect credit card, bank account, and social security numbers from unauthorized access as they pass across the Internet. Any organization that connects its networks to the global Internet must carefully control the access point to ensure that outsiders cannot disrupt the organization’s internal networks or gain unauthorized access to the organization’s computer systems and data.
1. According to the text, Internet banking ________.
A. requires minimal usage fees B. offers price advantages to users
C. is more efficient than traditional banking D. is environmentally-conscious
2. The term “brick and mortar banks” (Line 3, Para.2) refers to ________.
A. banks with dependable reputations B. banks with competitive interest rates
C. banks with traditional walk-in services D. banks with reliable on-line services
3. The last sentence of the third paragraph tells us that ________.
A. any organization's networks may be at risk of security breaches
B. current technology cannot safeguard against unauthorized access to online networks
C. information security should be a pressing concern for Internet commerce
D. organizations must secure their networks and data against unauthorized use
4. What is this text mainly about?
A. Conveniences brought to consumers through use of the Internet.
B. Implications of increasing commercial use of the Internet.
C. Security risks posed by commercial use of the Internet.
D. Advantages of Internet banking versus traditional banking.
5. Which commercial usage of the Internet does the author NOT refer to?
A. Buying airline tickets. B. Trading stocks.
C. Applying for a credit card. D. Opening a bank account.
Keys:
1-5 BCDBC
篇3：九年级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4：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 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5：外婆家的小屋 教案教学设计(湘教版三年级上册)
外婆家的小屋
[教学目标]
1、指导学生认识并会写本课12个生字；
2、有感情地朗读课文，背诵自己喜欢的段落；
3、理解课文内容，在朗读中感悟课文描写景物的特点，感悟课文中思念家乡的情感。初步体会作者按一定顺序写，首尾呼应的写作手法；
4、激发学生热爱家乡、热爱祖国的思想感情。
[教学重难点]
重点：掌握12个生字的音、形、义；朗读课文，理解课文内容。
难点：体会作者按顺序写、前后照应的写作手法；领悟作者通过写小屋而表达的思乡之情。
[教学课时]
2课时
[教学过程]
第一课时
一、导入
1、同学们，这儿有几幅画（春夏秋冬），想让你们欣赏一下，并说说是什么地方的景色，好吗？
2、这是一位同学外婆家的小屋，是他把这美丽又温馨的小屋带给了我们。想听听他怎么说的吗？
我们今天来学习第7课《外婆家的小屋》
二、初读课文，学习生字
1、学生自由大声朗读课文，思考：作者从哪几个方面写了外婆家的小屋？谈谈你的印象。
2、单个同学分自然段朗读课文，要求读准字音，读通句子。
3、师生共同解决生字问题。
pò zuó yuàn mì shū xí duàn kǎo xuě
婆 座 院 蜜 舒 席 断 烤 雪
似 sì 似乎 shì 似的
切 qiē 切东西 qiè 一切
注意：(1)“座”位与“坐”下的区别；
(2)“婆”字是上下结构；
(3)“蜜”蜂与秘“密”的区别；
三、整体感知，情感交流
1、生默读课文，思考：你觉得外婆家的小屋怎么样？是从哪些句段感觉到的？把相关的语句画出来，读一读，读出自己的感受。
2、生分小组讨论并交流
四、作业布置
1、抄写生字并组词
2、完成课后练习第2题
五、 板书设计
pò zuó yuàn mì shū xí duàn kǎo xuě
婆 座 院 蜜 舒 席 断 烤 雪
第二课时
一、复习导入
1、读词语：亲切 蜜蜂 舒服 断开 席子 烤火 雪地
2、上节课我们请同学们探讨了一个问题：你觉得外婆家的小屋怎么样？是从哪些句段感觉到的？今天，我们再次走进《外婆家的小屋》继续探讨这个问题。
二、精读课文，品味语言。
1、指名朗读第2自然段
引导学生体会到小院的花：数量多、颜色多、美、蜜蜂快乐地舞蹈，春天，五颜六色的花朵，快乐盘旋的蜜蜂，给小院带来了生机与活力，让人不禁陶醉。
2、指名朗读第3自然段。
讨论与交流：写出夏天竹林里的凉爽、幽静、；令人舒适；在竹林里散步，躺在竹下读书乘凉让我舒服。
3、第4自然段
指名朗读，思考：你读到了什么？
（秋夜、秋风送爽、瓜里飘香、虫低吟、令人舒服）
4、指名朗读第5自然段
引导学生体会：冬日火炉的温暖
屋外捕捉麻雀，快乐无比
5、小结：通过品读课文，我们眼前出现了一幅美丽、温馨的画面。外婆家的小屋的形象深深地刻在了我们的脑海中。
三、读中“悟”情
1、通过读课文，我们知道了外婆家的小屋的美丽、舒适、幽静、温暖和快乐，但文中还蕴含着一个意思，看看自己能读懂吗？
（作者通过写思念外婆家的小屋，表达了自己对家乡的思念之情，因为思念，家乡的一景一物经常出现在梦中；因为思念，普通的事物也变得格外美丽，令人向往。）
五、学习写作方法
讨论：课文开头和结尾的内容相似，这是不是重复啰嗦？说说你的看法。
（首尾照应，更突出了思乡之情）
六、作业布置
模仿课文的写法，写出你家周围的美景
七、 板书设计
7、外婆家的小屋
屋前 小院 春天 花园
屋后 竹园 夏天 乘凉
墙外 瓜棚、豆架 秋天 宁静、甜蜜
屋里屋外 烤火、捉麻雀 冬天 快活无比
教学反思：这是一篇语言优美的记叙文。在教学的过程中，感觉到没有用多媒体辅助教学的不足，无法带给学生视觉直观感受，从而使学生在想象外婆家的画面的时候有些困难。此外引导学生认识“首尾照应”的写作方式，体会作者那浓浓的思乡之情也是本课文的教学目标。
[外婆家的小屋 教案教学设计(湘教版三年级上册)]
篇6：美丽的兴凯湖 教案教学设计(湘教版五年级上册)
第22课 美丽的兴凯湖（第一课时）
教学目标：认读文中的生字新词
朗读课文：1摘抄自己喜欢的词句.
2理解课文内容,了解兴凯湖不同时候的多种姿态,感受兴凯湖的美丽迷人,激发热爱大自然、热爱祖国山河的思想感情。
3学习课文围绕中心句写具体的写作方法。
教学重点：理解课文内容，了解兴凯湖不同时候的多种姿态，感受兴凯湖的美丽迷人。
教学难点：学习课文围绕中心句写具体的写作方法。
教具准备：搜集兴凯湖资料
一、导入
1、先出示“兴凯湖”三个字，提醒注意凯的写法，齐读，读准兴的字音。
2、课件出示兴凯湖地理位置，简单介绍兴凯湖相关信息。让学生用一个词形容感受。（美丽）
3、你们想了解兴凯湖的美丽吗?
那我们就赶紧走进课文,走进祖国北疆的兴凯湖，感受它的美丽。
二、教学过程
理解课文内容
1,初读课文,整体感知。
课前读过课文吗？读过，那就检查检查吧！来几个读得特别好的来读一读。
师生合作读课文
请那就是边读边听边想象文中描写的情景，想象比知识更重要。
理解文中相关词语（素有：一直有，美誉：美好的名声，磅礴：气势盛大，喧嚣:喧闹,旭日：刚刚升起的太阳，澄澈：清澈明净，翱翔：在天空回旋地飞，寻觅：寻找，互相依偎：亲热地紧挨在一起。）
透过你的想象看到兴凯湖了吗？文中从哪几个方面来写兴凯湖的美丽？
辽阔磅礴、温柔平静、清澈透明、鸟的天堂
2，我们一起来体会兴凯湖的辽阔磅礴。
大家可要擦亮眼睛仔细看,看看视频中播放的画面是兴凯湖的什么特点.
（一）辽阔磅礴
看课件，用文中的句子描绘看到的情景。
A，它不是海，却海一样辽阔，海一样磅礴。
B，从遥远的地平线上聚集的白色波涛，连接成一道道雪墙，鼓动着，喧嚣着，一齐奔涌向前。
C，一段波涛从高处跌落了，另一段波涛又卷起来，彼此呼唤着，牵扯着，追赶着，或迎着旭日，或驮着晓月，一排排向岸边扑来。
句子特点：排比、拟人，更加突出兴凯湖的气势磅礴。
3，是呀，兴凯湖虽不是海，却有着海一样辽阔的胸怀，海一样磅礴的气势，让亲眼目睹它的人不由得惊叹它的雄伟壮观。如果你以为兴凯湖只是单单辽阔磅礴而美，那你就大错特错了,兴凯湖的美可不止这一面，还有哪些？
那就请同学们自己默读课文，用横线划出让你体会较深的句子。
（二）温柔宁静
A，平静得没有一丝波纹，一点浪花。
B，蓝天上飘拂的白云倒映在水面，清晰异常，使你觉得自己也变成一只鸟儿，正在云天翱翔。（正因为平静，才能倒映也周围景致）
体会与之前的辽阔磅礴形成鲜明的对比
看课件，试背课文
此时的兴凯湖仿佛一位腼腆的姑娘是那样的温柔，那样的宁静，让人不忍心去打扰她。
（三）清澈透明
在兴凯湖久了，你还会发现，无论是春天、夏天，还是秋天，起伏的浪花永远是洁白的。
湖水永远清澈透明，如云，如梦，如诗。
（三个比喻句，体会到兴凯湖的诗情画意）
（四）鸟的天堂
提到鸟的天堂，你觉得作者应该写些什么？鸟多，鸟在这儿生活得惬意自在。
鸟多：在湖边一个月牙形的沙滩上，就栖息着成千上万只鸥鸟，像一片灰白色的云，又像一团团银色的雾，罩住整个大沙滩，连一点空隙都没有。
（连用两个比喻句）
句式训练：像……又像……
生活自在：它们拥挤着，喧嚷着，骚动着，仿佛在举行盛大的集会，欢快热烈。白天，它们飞到辽阔的湖面寻觅鱼虾，洗涤羽毛，尽情嬉戏；晚上，互相依偎，共同歇息在这安宁的王国。
（鸟儿们在这无拘无束地生活，它们就是这儿的主人，兴凯湖宁静和谐之美）
学习作者写法
这篇课文在介绍兴凯湖时有哪些写作特点？
1，在描写景色时运用了大量的比喻、拟人、排比等修辞手法，使句子更为形象具体生动，更加吸引读者。
2，2至5自然段运用了围绕中心写具体的写作方法，构段结构为总-分,这样写条理非常清楚。
湖泊是大地的眼睛。日夜不息的兴凯湖波涛，就这样毫不疲倦地奔泻着，轰鸣着。极目所至，烟波浩淼，碧水流霞，水天相接，横无际涯。兴凯湖--祖国最北方的一湾湖水，碧波万顷，自由奔放，风韵独具，如诗如画！
[美丽的兴凯湖 教案教学设计(湘教版五年级上册)]
篇7：九年级英语上（仁爱版）短语词组复习题(湘教版九年级英语上册教案教学设计)
Unit 1 Topic 1
1.向……学习
2.过着艰苦的生活
3.详细地
4.给……支持；
5.赡着……，
6.给……赞助
7.在……帮助下
8.到国外学习
9.把……分成……
10.对……感到满意
11.取得进步
12.幸亏；多亏……；由于
13.起草；拟订……
14.去过……（地方）
15.去了……（地方）
16.挨饿
17.社会活动
Unit 1 Topic 2
1.迷路；丢失
2.收到……的来信
3.生活（居住）条件
4.至少
5.发生
6.独生子女政策
7.医疗保险
8.五分之一
9.由于；因为
10.不到；少于
11.几个；数个，好几个
12.…和…都
13.尽管；既使
14.不仅……而且
15.三分之一
16.购物中心
17.成千上万的
18.成百万上千万的
Unit 1 Topic 3
1.选定；决定
2.提供给某人……
3.习惯于某事/物；
4.习惯于做某事；
5.过去常常做某事；
6.被用于做某事
7.水污染；空气污染
8.成功地做成做某事
9.童工
10.一个社会及各项目
11.国内外
12.被用于做某事
13.你觉得……怎么样？
14.死于
15.实际上
16.花费……在……上
17.遵守交通规则
18.对……友好
19.以便
20.如此……以便
Unit 2 Topic 1
1.化工厂
2.设法完成（困难的事）
努力完成
3.西山
4.把……倒进……
5.写信给
6.保护环境
7.对……大喊（大叫）
8.如此吵闹
9.对……有害
10.例如
Unit 2 Topic 2
1.结果
2.踩踏；践踏
3.关心
4.在公众场合
5.下决心；倾注
6.灭绝
7.砍倒
8.阻…做某事
9.阻…做某事
10.阻…做某事
11.切断
12.有…危险
13.大量；许多
14.或者…或者…；
15.要么…要么…；
16.做某事有危险
17.温室效应
Unit 2 Topic 3
1.相当
2.把……丢掉；抛弃
3.不但…而且…
4.应该做某事
5.应该
6.关掉
7.而不是；相反
8.占据；占领
9.对付；处置；处理
10.太……而不能
11.进行短距离旅行
12.宁愿…不而愿…
13.说起容易做起难
14.可以被回收
15.让人惋惜的是
Unit 3 Topic 1
1.为……作为准备
2.迫不及待做某事
3.后来；以后
4.与……相似
5.做某事有困难
6.做某事毫不费力
7.偶尔；有时；间或
8.也；还
9.遍及全世界
10.成百万上千万的
11.练习做某事
12.将来有一天/
13.将来某一天
14.出差；做生意
Unit 3 Topic 2
1.对……问好
2.顺便说；顺便问一下
3.依…而定；视…而定
4.不同于…；与…不同
5.在某人去…的路上
6.为某人送行
7.为…感到担忧
8.书面英语；写作英语
9.英语口语
10.至于
11.亲自
12.达到目的；办到；成功地做成某事
13.表达自己的意思
14.看见某人在做某事
15.看见某人做了某事
16.前往某地
17.离开……去
18.强迫某人做某事
19.被迫做某事
20.不知道
Unit 3 Topic 3
1.旅行（途）愉快
2.属于困境中
3.在公众场合；当众
4.有时；有时候
5.放弃
6.时代英语报
7.深呼吸
8.做听力练习
9.想做某事
10.放弃做某事
11.一些建议
12.害怕做某事
Unit 4 Topic 1
1.围绕……转
2.把……送入
3.飞到
4.将来有一天
5.进行体检
6.禁不住做某事（忍不住做某事）
7.在太空
8.睡袋
9.轮流做某事
10.无疑地
11.做室验
12.将来某一天
13.（过去）有一天
14.制定一个庞大的计划
15.载人宇宙飞船
16.取得很大的进步
Unit 4 Topic 2
1.由……制成（看得出原材料）
2.由……制成（看不出原材料）
3.被用于做某事
4.在某人的一生中
5.作为…而出名
6.只要
7.对…作出贡献
8.对…作出巨大贡献
9.允许某人做某事
10.允许做某事
11.被允许做某事/获准做某事
12.在某地制造
13.被用作…（工具）
14.实现；成为现实
Unit 4 Topic 3
1. 在将来
2.能够…
3.发射
4.为了…
5.亲眼
6.在…上登陆
7.参加
8.积极参加
9.成长；长大
10.在舞台上
11.比起…更喜欢…
12.把某人看作…
13.更糟糕的是
14.值得做某事
15.相隔
16.和…一样
be busy doing sth.
be worth doing sth.
instead of doing sth.
can’t help doing sth.
take (a) pride in doing sth.
take (an) interest in doing sth.
be proud of
take care of= look after
take good care of = look after well
succeed in doing sth.= be successful in doing sth.
篇8：9A Unit 6 Detective stories 全单元教案(译林牛津版九年级英语上册教案教学设计)
一 教学目的:
1. To understand clues about a crime
2. To read notes on four suspects and decide which suspect is most likely to be guilty
3. To draw a picture of the suspect
二 教学重难点:
Words: detective, murderer, suspect, occupation, clinic, neat, shopkeeper, salesman, medium, untidy, unhelpful, wanted, rewarded
Phrases: be dressed, look for, dress like, go missing, make notes on, medium height, be wanted for murder, do important work
Sentences:
1. Why are you dressed like that?
2. This is much more serious.
3. My food has gone missing.
4. Last Saturday night at 8 p.m., a young man was murdered.
5. We have made notes on all of them.
三. 教学手段： Tape recorder ; Multi-Media
四. 教学过程:
Lead-in Presentation
T: Do you remember in Unit 4 we have learned a horror called “Murder in a Country House”? Ask: Can you tell me the main idea of this film? ( A doctor is found dead in his house. People don’t know whether he was killed or he killed himself. )
T: Good. The doctor in this film is victim. If he was killed by someone, that is a murder. And the person who killed the doctor is the murderer. The murderer killed the man, and he broke the law, so his act is a kind of crime, and he is the criminal. If we find a man, but we are not sure whether he is the murderer, we can call him a suspect.
Ask: If there is a murder, who will solve it? ( The police.)
T: Yes, a person, especially a police officer, whose job is to examine crimes and catch criminals is a detective(n.). So “ Murder in a Country House” is not only a horror film, but also a film about detective(adj.) stories.
Write down these words on the blackboard, and ask students to read together. Ask students to pay attention the word “detective”( n.&adj.)
Task 1 Comic strip
1. Presentation.
T: Do you like reading detective stories? Who is the famous detective in the novels? ( Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. ( Talk about his special dressing with his magnifying glass and the pipe.)
T: Today, Eddie is dressed like that. Let’s see what happened.
2. Listen to the tape and answer some questions:
1) Why is Eddie dressed like a detective?
2) Is his job serious?
3) What is he really looking for?
3. Check the answers by asking students.
4. Read the dialogue together.
5. Ask some pairs to act out the dialogue.
Task 2 Welcome to the unit (part A)
1. Presentation
T: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together.
2. Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.
3. Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English.
Task 3 Discussion (part B)
1. Work in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think committed the crime in part B, and remind them that there is no right or wrong answers here.
2. Choose one student from each group to show the picture they draw and ask the rest of the class to guess which person they chose. Then ask this student to describe the picture they draw and the reason.
Homework:
1. Recite the new words and the comic strip.
2. Finish 《评价手册》Period 1.
Teaching Plan for 9A Unit 6 Reading
1. Teaching aims:
1) To read a newspaper article about a murder.
2) To understand key vocabulary items.
3) To develop the four skills of the students.
2. Teaching aids:
a recorder, multi-computer, powerpoint ,a microphone
3. Teaching procedures:
Step 1. Presentation
1) Say: Good morning, everyone. First of all, let’s watch a part of a film.
2) Watch the film.
3) Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)
Step 2 Reading
1) Say: This kind of film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. Look at here, please find out these new words in the article and guess their meanings.
2) Check their answers.
3) Read the new words.
4) Skim Listen to the tape and answer the following 3 questions:
a) Who was murdered?
b) When did the murder take place?
c) So far how many suspects do the police have ?
5) Scan
Say: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.
a)The victim’s body was found in Valley Town. _____
b)The victim sold computer programs. _____
c)The victim worked in New Town, _____
d)It is possible that there was more than one attacker. _____
e)The victim had lots of enemies. _____
f)The victim was attacked with a gun. _____
g)The suspect is a short, fat man. _____
h)The police have arrested the murderer. _____
i)The victim’s parents offered a reward for information. _____
6) Check their answers.
7) Listen
Say: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.
8) Read the article themselves for several minutes then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.
9) Read together with the tape once.
Step 3. Skim
1) Ask the students to finish the exercise of Part C1, then check their answers by asking 2 pairs of students to read it.
2) Ask the students to work in pairs and tick out the main idea of the article.(slide show)
the victim: clues:
suspects: the police:
3) Check out their answers orally, then give out the answers on pieces of paper.
4) Interview: Work in groups of 8. Four work as the reporter, who is from the Golden TV, the other four work as Detective Lu. Interview about the murder.
5) Act their interviews out.
6) Guess: Who murdered the young man?
7) Part C2 on P99 Correct the mistakes.
Homework
Read the article again and again
Finish off the exercises.
Bb Design
be seen doing confirm
whether ….or…. particularly
bleed to death struggle
as a result obviously
It’s possible that… clue
be guilty of sth suspect
be charged with sth witness
break into guilty
lead to
The victim:
1. 22 years old, a computer programmer---- a well-paid job, had many friends.
2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.
3. was guilty of breaking into several computer systems
Clues
1. The victim was attacked with a knife and bled to death .
2. There was an evidence of a struggle and there was more than one attacker.
Suspects:
1. Only one
2. Short and thin
3. He was seen running and breathing heavily with blood on his shirt.
4. He had evidence to prove he was not guilty.
The police:
1. They are checking the scene for fingerprints and other clues.
2. They are particularly interested in hearing from anyone who saw anything unusual.
3. They are asking anyone to contact them on 5550l212
The victim:
1. 22 years old, a computer programmer---- a well-paid job, had many friends.
2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.
3. was guilty of breaking into several computer systems
Clues:
1. The victim was attacked with a knife and bled to death .
2. There was an evidence of a struggle and there was more than one attacker.
Suspects:
1. Only one
2. Short and thin
3. He was seen running and breathing heavily with blood on his shirt.
4. He had evidence to prove he was not guilty.
The police:
1. They are checking the scene for fingerprints and other clues.
2. They are particularly interested in hearing from anyone who saw anything unusual.
3. They are asking anyone to contact them on 5550l212
Period Five Grammar One
一 教学目的:
1. To correctly use the commonly confused verbs . ‘bring’ and ‘take’.
2. To correctly use the commonly confused verbs . ‘hear’ and ‘listen’.
3. To correctly use the commonly confused verbs . ‘see’ ‘look’ and ‘watch’.
4. To correctly use the commonly confused verbs . ‘come’ and ‘go’.
二 教学重点:
Words: move, complain
Phrases: the move of sb(某人的行踪)， sit down beside sb=sit down next to sb, by the way, be stressed out
Sentences: 1. She should be here in other five minutes.
2. I have to listen to what she has to say.
3. People are complaining that we are taking so long to find the murderer.
4. I can hear someone calling my name outside.
Grammar---- Know the differences of some confused words an use them correctly.
三 教学手段: Multi---Media
四 教学过程:
Step One: Lead-in
1. T: Do you still remember the detective story ‘ Murder in Valley Town’? S: Yes.
T: Who was killed?
S: A 22-year-old computer programmer.
T: Where was he found?
S: In the doorway of a clothes shop in Valley Town.
T: Was he killed there?
S: We don’t know.
T: Yes. People are not sure whether the victim was killed somewhere else and then brought to Valley Town.
Step Two: Grammar
Ⅰ. take and bring
1. Write down the sentence on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into People are not sure whether the victim was killed somewhere else and then taken to Valley Town. Maybe some students will say ‘yes’ and some will say ‘no’.
2. Ask students to say the base form of the two words ‘brought’ and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.
3. Use the computer to show a picture of the differences of the two words.(见幻灯片) Then give them two sentences to see if they can understand the differences.
After class, I will hand out your listening exercise books so don’t forget to ________ them home and show your results to your parents. Tomorrow, you should ________ them here and hand in.
Check the answers and tell them that we can’t replace the two words in the two sentences because
though many words in English have similar meanings, and are often confused, they are not synonyms and we should use them in different ways. ‘take’ and ‘bring’ are just one group. Now
look at the sentences ‘People are not sure whether the victim was killed somewhere else and then brought to Valley Town’. again and tell them we can’t use ‘taken’ here.
4 Ask students to turn to page 101 and read the explanations of the two words and the example sentences together.(必要时用中文解释两词区别)
5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
6. Do some exercises
Fill in the blanks with bring and take
1.When you come to the party, don’t forget to____ the wine with you.
2.Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.
3._____ the empty box away and _____ me a full one.
4.______ this present to your uncle’s house.
5. Don’t forget to _____ some CDs when come to visit us on Sunday.
Ⅱ.hear and listen
1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear?’ (When we are listening to it carefully, we can hear some birds singing.) (用幻灯打出答句)
2. Ask students to try to say the differences between the two words according to the sentence. (有必要可以用中文)
3. Read the explanations and the example sentences on p.101 together.（必要时用中文解释并提出注意点，listen 一般与to 连用）
4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
5. 补充复习其他与hear有关词组: hear from sb=receive a letter from sb, hear of （听说）
6. Do some exercises
Fill in the blanks with hear and listen to
1. I___ a strange noise in the midnight yesterday.
2.He was _____ to the radio when I came into the room.
3.I ____ and ___ , but I could ___ nothing at all.
4. Can you ____ the telephone ringing?
5. _______ to that noise. It sounds like someone is moving furture.
6. It was so noisy that I couldn’t _____ the report.
Ⅲ.see, look and watch
1. Ask three students to read the explanations and the example sentences of the three words. （这三个词学生容易混淆，要解释一下各自用法）
2. Use the computer to do some exercises and try to remember how to use them correctly.
3. 指出几个注意点：look经常与at连用look at sth(看着什么东西)，看电影不能用look a film,
在这儿还可以把read也放在一起比较，因为中文里看书看报等在英语里只能用read books/newspapers/magazines,这一点很多学生会犯错，要注意。
4. 补充复习与look有关词组look for, look after, look out等
5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
6. Do some exercises
Fill the blanks with look, see and watch
1.______! There are so many people there. What’s happing ?
2.Would you please ________the blackboard instead of reading your book?
3.They went to ____ the birds in the forest once a week and make some notes about it.
4.He _________the paper for a while ,but______ nothing on it .
5._______ at that dog. It’s so fat.
6. I can’t ______ the dog. Where is it ?
7. If you ______ the program tonight, you will see your favorite singer.Ⅳe and go
1. Invite a student to show the use of the two words with you. Say, ‘Please come to the front.’ And ‘Please go back to your seat.’ The students should do as you tell him/her to do.
2. Read the explanations and the example sentences on page 102 and do some explanations if necessary.
3. Do some exercises by computer.
4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
5. Do some exercises
Fill in the blanks with come and go
1.When will your mother ____ back from Beijing ?
2.My father will ___ to Shanghai for business next week.
3.There are so many cars and buses ___and ___ on the road.
4.Do you want to ___ to my house ? We can watch TV together.
5. Sorry, I can’t. I have to _____ to see my uncle in hospital.
Step Three: ExercisesTask 1: Ss read the explanations and the example sentences by themselves.
Task 2: Finish the exercise on page 102. Then check the answers. Explain the main phrases and important sentences in the exercise. In the end, read the dialogue in groups.
Step Four: Homework
1. 评价手册page 109 2.一课三练page 72
Teaching Plan for 9A Unit 6 Grammar Two
Grammar Two
一 教学目的:
1. To use reported speech to talk about what someone else said.
2. To use reported speech to report questions.
二 教学重点:
The use of the word ‘dare’
三 教学手段: Multi-Media
四 教学过程:
Step One: Pre-task
Free talk with students about their daily life by asking them some questions. While doing this we can write their answers on the Bb.
E.g.1 What did you have for supper yesterday?
Susan said, ‘I had noodles for supper yesterday.’
Susan said that she had noodles for supper the day before.
E.g.2. Have you ever been to Hong Kong?
‘I have been to Hong Kong twice,’ said Tom.
Tom said that he had been to Hong Kong twice.
Ask students to study the two groups of sentences and try to find out something different. If they can’t find out , the teacher can tell them that that the sentences use different speeches. One is direct speech and the other one is indirect speech/ reported speech. If we use direct speech , we often use quotation marks. For weaker classes, we teachers use Chinese to tell them. 直接引语是直接引述别人的原话，原话用有引号，而间接引语是引述别人的话，不用引号。间接引语在多数情况下构成宾语从句。
Step Two: While-task
1. Tell the Ss that we can use reported speech to talk about what someone else said. But we have to pay attention to some rules.直接引语改为间接引语时，引述动词是现在时，则间接引语中的动词、时间、时态的形式不变。例如：She says, “ I’ll never forget the moment变成间接引语为She says that she’ll never forget the moment.但是如引述动词为过去时，间接引语中的动词时态一般要作相应的变化。遵循下列规律：
直接引语 间接引语
一般现在时 一般过去时
现在进行时 过去进行时
现在完成时 过去完成时
一般将来时 一般过去将来时
现在完成进行时 过去完成进行时
一般过去时 过去完成时
Pay attention:直接引语表达的意思是客观真理时，时态不变。如：
The geography teacher said to us，“The earth goes around the sun. ”
→The geography teacher told us that the earth goes around the sun.
2． Ask students to read Page 103 and try to understand the change of tenses. Then provide them with some exercises.
Change the sentences into reported speech.
1). ‘I like apples,’ said he.
2). She said, ‘I’m doing my homework.’
3). ‘I have received the letter,’ said Tom.
4). ‘I didn’t see the cat,’ said he.
5). ‘I will be late for school,’ said Kate.
3. After doing these exercises tell students that we not only have to change the tenses of the sentences but also have to change the adverbials of time when using reported speech。
指示代词、时间、地点状语的变化：通常总是由近指改为远指。其规律见下表：
直接引语 间接引语
now（现在） then（那时）
tonight（今夜） that night（那夜）
today（今天） that day（那天）
this morning（今天早晨） that morning（那天早晨）
yesterday（昨天） the day before（前一天）
yesterday morning（昨天早晨） the morning before（前一天早晨）
tomorrow（明天） the next/following day;
the day after（第二天）
last week/month（上星期/上个月） the week/month before（前一个星期/月）
next week/month（下星期/上个月） the week/month after（第二个星期/月）
the following week/month
this week/month（本星期/本月） that week/month（那个星期/月）
here（这儿） there（那儿）
4．After doing these ask students to do some exercises to consolidate. (page 104)
Check the answers with the students and ask them to read the sentences and see if they have any other questions.
5. ask students to study the sentences we ask them to change into reported speech just now they may find that these sentences are all statements.
1)、直接引语为陈述句时，间接引语的连词用that，that可以省略。如：
“I have lived in the south for years,” Mrs Duncan said.
→Mrs Duncan told me (that) she had lived in the south for years. Duncan夫人说她在南方住了许多年。
“I shall tell him exactly what I think,” she said.
→She said (that) she would tell him exactly what she thought. 她说她将会告诉他她所想的。
2)、直接引语为一般疑问句时，间接引语的连词用if / whether。如：
He said，“Are you interested in English?”
→He asked (me) if I was interested in English. 他问我是否对英语感兴趣。
He said，“Did you see him last night?”→ He asked (me) whether I had seen him the night before. 他问我头天晚上是否见到了他。
3)、直接引语为特殊疑问句时，间接引语的连词用特殊疑问句本身所带的疑问词如when，where，who，why，how，how many，how old等等。如：
“What do you want?” he asked me.
→He asked me what I wanted. 他问我想要什么。
“How can we improve the condition of the soil?” the farmers asked him.
→The farmers asked him how they could improve the condition of the soil. 农民们询问他如何才能提高土壤的质量。
(4、直接引语为祈使句时，间接引语不用连词，而是将直接引语改为动词不定式用作句子的宾语补足语。如：
She said to us，“Please sit down. ”
→She asked us to sit down.
He said，“Don’t make so much noise，boys. ”
→He told the boys not to make so much noise.
“Please explain why you’re two and a half hours late,” the boss said.
→The boss asked him to explain why he was two and a half hours late.
“Don’t give up!” Father shouted at him.
→Father told him in a loud voice not to give up.
“Get everything ready in half an hour,” the teacher said to the students.
→The teacher ordered the students to get everything ready in half an hour.
〖注〗主句的谓语动词有时要根据直接引语的情态和语气作相应的变化，如say说； tell sb. 告诉某人；ask问/请求；suggest建议；order命令等等。) This part is optional. You can choose to use.
6. Ask students to do the exercises on page 105.
Step Three: Post-task
1. ask students to work in pairs and try to find out the sentences with direct speech from page 96 to page97 , and then change them into reported speech.
2. Fill in the blanks:
1) ‘ I am doing some important work,’ Mr Smith said.
Mr Smith said _______ _____ _____ some important work.
2) ‘ who are you looking for?’ Tom asked Sandy.
Tom asked Sandy ______ ______ ______ ______ ______.
3) ‘ Do you want me to help you with your English,’ asked he.
He asked ______ ______ _______ ______ ______ help me with _______ English.
4) ‘ I want to know if you learn it by yourselves,’ the teacher said.
The teacher said _______ _______ to know if we _______ _______ it by ___________.
5) our teacher asked if we knew the answer.
‘______ ______ _______ the answer?’ our teacher asked.
6) Millie asked where her book was.
Millie asked, ‘_______ ______ _______ ________ ?’
1．he was doing 2. she was looking for 3. if I wanted him to ,my 4 he/she wanted , could learn , ourselves 5 Do you know 6 where is my book
3. Choose the best answers.
1) Mr Wu said he ________ us to the zoo this week.
A. would take B will take C take D takes
2) The witness said he _____under the table at that time.
A hide B have hidden C was hiding D hidden
3) The police asked if anyone _______ tell him some information.
A could B can C is able to D will
4) Can you tell me ___________?
A how far is it B how can I get there
C how can I get to there D how I can get there
5) Sandy said she ________ all the work.
A finished B had finished C has finished D will finish
6) He said he ________ his book at your home.
A leave B leaves C had left D was leaving
（1A 2 C 3 A 4 D 5 B 6 C）
Step Four: Homework:
1. Review what we have learned today and read the sample sentences on your books.
2. Finish the exercises on page 111-112 of《〈 评价〉》and page 73 of <<一课三练>>
Teaching Plan for 9A Unit 6 Integrated Skills
Integrated Skills
一 教学目的：
To identify the context of a police interview
To identify main ideas about two suspects
To use information to complete notes and a report
二 教学重点：
Words: 四会 shorts record wedding highly
三会 millionaire occur criminal
二会 hairdresser kidnap
Phrases and Sentences:
no criminal record at his sister’s wedding be kidnapped
At 8 p.m. on 28th December ,he was at his sister’s wedding.
Guan Fei was kidnapped .The victim is five years old and about one meter tall
He is a postman and known Guan Dawei for about 7 years.
三 教学手段： Multi-Media
四 教学过程:
Step 1. Lead-in
T：If someone has been kidnapped , can you ask Eddie for help ?
S：No
T：Who do you think find out the kidnapper policemen ?
S：Policeman /Detective …
T：Detective Lu is very famous , Now a child called Guan Fei has been kidnapped . His father , Guan Dawei asked Detective Lu for help . Detective Lu made some notes . Please read his notes and answer the following questions
Questions :
1.How old is the victim?
2. When did the crime occur ?
3. Who are suspects ?
Step 2. Read and write
Read the notes and complete the profiles with as much information as possible .
Step 3. Listen and write
If Detective Lu wants to find out who was the kidnapper .He should interview the two suspects .Here’re Detective Lu’s interviews with them. Listen to their interviews carefully !
1. Listen and get main idea .
2. Listen and complete the suspect’s profiles on part A , on page 106 .
3. Listen and check the answer .
Step 4.Listen and answer
Listen to Detective Lu’s interviews with the two suspects again and answer the following questions:
1.What is Xie Yiming’s job ?
2.How long has Wang Gang known Guan Dawei ? What about Xie Yiming ?
3.Did the two suspects go to the Guan’s house on 28th December ?
4.Where was Wang Gang at 8p.m on 28th December ?
5.Why did the kidnapper kidnap Guan Fei ?
Step 5. Read and write
Detective Lu wants assistant to write a report on the kidnapping case. Please help him complete Part A3. Use the notes and profiles on page 106 to help you .
1.Read and write .
2.Check the answers .
3.Let Ss read it freely .
Homework
1. <<评价手册>>Period 7
2. Have a discussion “Who is the kidnapper?”
预习Pronunciation
Period Eight Speak up & Pronunciation
一 教学目的：
1. To talk about crime and suspects
2. To talk about whether someone is innocent or guilty .
3.To understand the importance of stress when speaking English
4.To identify where stress falls in a word
5.To place stress on the correct part of a word
6.To recognize the difference in stress when pronouncing the verb or the noun form of a word
二 教学重点：
1. Word: project （四会） object increase export import （三会）
2. sentences：What did you think of our first suspect，Wang Gang？
I think it’s highly possible that Wang Gang is not guilty.
3. grammar: In English ，when you pronounce words of more than one syllable ，you often need
to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.
三 教学手段： tape recorder
四 教学过程：
Step One: Lead-in
1. Have a discussion .“Who do you think kidnapped Guan Fei，and why？” Tell Ss that there are no right or wrong answers. And encourage Ss to develop their own opinions and express them in English .
2.For weaker classes . Write some useful expressions on the board , e.g:
I think … kidnapped Guan Fei .
I think… kidnapped Guan Fei because…
I think … wants ￥...
He/ She needs the money because ...
Step Two: Speaking
Just now you talked about the two suspects . Now Detective Lu and Policeman Fu are also talking about them . Please listen and answer :
What did Policeman Fu think of Wang Gang ?
( He thinks it’s highly possible that Wang Gang is not guilty. )
Step Three: Read and act
1. Divide the class into pairs . Tell the students to read the conversation through once ,then change roles and read the conversation again .
2.Ask Ss to act out the dialogue .
3.Give Ss some time to prepare and practice their conversations .
Step Four: Lead-in
1. In English，many words have more than one syllable，we often need to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.
2. Give Ss two examples.
‘Object’is a noun. It means ‘a thing’.
‘object ’is a verb. It means ‘to say that you disagree with something’
Step Five : Listen and repeat
1.Play the recording for Part A through once.
2.Play the recording again and encourage students to imitate what they hear on the recording .tell Ss to say the pairs of words out loud.
3.Ask Ss to read the four sentences out loud.
Step six :Summary
When the stress is on the first syllable of the word，it is being used as noun.
When the stress is on the second syllable of the word，it is being used as a verb.
Step Four: Listen and Practice
Play the recording for Part B and Part C .Tell students to listen and read the words .
Step Five ：Work in pairs
1.Ask students to complete Part D on their own paying special attention to where the stress is placed in each word .They should underline the stressed syllables，then fill in the blacks with ‘V ’or ‘N.’
2.Check the answers as a class .
Homework:
1.<<评价手册>>Period 8
2.预习<
Teaching Plan for 9A Unit 6 Main Task
Main Task
一 教学目的:
1. To arrange pictures in chronological order
2. To complete a story by filling in blanks.
3. To match sentences with pictures
4. To write a detective story
二 教学重点:
1. words: necklace, diamond, except, wonder, shocked, jewellery, rob
2. phrases: see sb. doing sth, be charged with, get along with, do for a living, be shocked
3. To write a detective story
三 教学手段: Multi-media
四 教学过程:
Step One: Lead-in
Review the contents of reading.
Step Two: Read and answer PartA1
1. Read the context first and match the words in the left-hand column with the correct meanings
2. Encourage more able students to describe the four pictures at the top of the page
3. Ask questions: What is happening in picture 1? What is the man going to do in picture2? Can you describe something about picture 3. What happened to Tom?
4. Work in pairs. Ask students to match the sentences with the pictures by writing the correct letter in each box.
5. Ask students to read out their answers.
Step Three: Complete PartA2
Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.
Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)
Step Four: Part B1
1.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.
2.Match the sentences with the pictures. When students have finished matching the speech bubbles with the pictures, choose four students to each play a role( the young man, the young woman, Nick Nelson and the police officer)
3. Then ask students to work in pairs and report what each character in Part B1 said.
Ask students to think about what happened in Part B1. Ask
Who do you think was murdered--- a man or woman ? How do you think he/ she was killed? Is there any blood ? Who do you think is guilty ? Why do you think he/ she is guilty ?
Step Five: Part B2
1. Tell students to write their own detective stories. They can use the pictures in Part B1 or write an ending to Millie’s story on Page 109.
2. Read their own detective stories.
3. Explain the elements in writing detective stories.
Homework : Writing
1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness ? How can you get the clues ?
2. Write your own detective story
Period Ten Checkout
一 教学目的:
To practise using reported speech to repeat statements and questions
To review vocabulary related to crime and criminals
二 教学重点:
To consolidate and reinforce the grammar and vocabulary items coved in the unit.
三 教学手段： Multi-Media
四 教学过程：
Step One: Lead-in
A. Review vocabulary related to crime and criminals.
用括号中所给词的适当形式填空
1. We were very surprised that Tom was charged with _________ ( rob ).
2. Uncle Wang sells newspapers for a ___________ ( live )
3. The policemen caught those _____________ ( thief ) and took them to the police station.
4. The boss is guilty of the crime and he is a ____________ ( crime ).
5. He is __________ ( charge ) with breaking into a computer system.
B. Review the contents of the text.(见幻灯 )
Step Two: Part B
A. Write the correct words in the blanks.
B. Make a sentence with a word ( in Part B )each time.
Step Three: Review reported speech
Some sentences ( 见幻灯 )
Step Four: Read Millie’s thought bubble in Part A.
A. Explain the context of Part A. The murder in Valley Town has been solved. Millie watched an interview with Detective Lu on TV. Now, she wants to tell her father about it.
B. Ask some questions to check understanding.
1 ) Who murdered the computer programme ? ( His boss.)
2 ) Did the boss have a criminal record ? ( Yes.)
3 ) What crime did he commit before ? ( He stole jewellery.)
4 ) What was the computer programme going to do ? ( He was going to report his boss to the ploice.)
5 ) Was the suspect with blood on his shirt guilty ? ( No .)
6 ) Why did he have blood on his shirt ? ( Because he worked at the market. )
7 ) Why was he running ? ( To catch a bus.)
Complete what Millie says to her father. Remind them to use reported speech.
Step Five: Check the answers
1 ) Read out one sentence each.
2 ) Write the answers on the board.
3) Read the passage together
Homework
1．《评价》P119.
2. Revision]
篇9：牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)
UNIT1:
词组，短语
1， it is nice of you to do sth
2， bring me the newspaper
3， have lots to eat
4， worry about (not)dong sth
5， be familiar with
6， the 12 animals signs of the Chinese horoscope
7， people in the west
8， learn more about western culture
9， be divided into
10, people born under the same star
11,at times
12,like to be the leader
13,give up easily
14,take care of others
15save money
16,buy sb sth/ buy sth for sb
17,worry too much
18,pay attention to details
19,argue with others
20,love peace
21,keep secrets
22,forgive sb for one’s faults
23,have a good sence of humour
24,travel to different places
25,make and plan things
26,wait without getting angry
27,agree with each other
28,care only about oneself
29,treat everyone equally
30,feel sure about one’s ability
31,spend time /money doing sth
32,explain things to sb
33,show off
34,make such a mess
35,give each of us two gifts
36,the whole birthday cake
37,organize this party for us
38,be patient enough to do sth
39,be on the phone
40,have success at school or work
41,around the middle of the month
42,call Mr zhang on 84166488
43,have a mixture of good luck and bad luck
44,spend money wisely
45,have problems with my bike
46,get lots of rest
47,get sick
48,the same as
49,be suitable for
50,come up with=think of
51,be able to=can
52,have fun in doing sth
53,recommend sb as the new chairperson
54,try to be funny
55,finish all the summer homework
56,get full/good marks
57,forget to do sth
58,be afaid of doing sth
59,make a speech in assembly
60,show sb how to use the libriary
61,try one’s best
62,do extra work
63,get more organized
64,use sth to do
篇10：Unit 6 经典教案(人教版高三英语上册教案教学设计)
Words and expressions
1. perseverance n. steady persistence in adhering to a course of action, a belief, or a purpose; steadfastness 毅力；坚持
Great works are performed, not by strength, but perseverance.
伟大的作品不是靠力量而是靠毅力来完成的。
2. quit
vt. to give up; abandon 放弃；to depart from; leave 离开；to cease or discontinue 停止；中断
He has not quit smoking, but is holding down to three cigarettes a day.
他并没有戒烟,但是已减到每天只抽三支烟了。
You and I are on the point of quitting the theater of our exploits.
你我正在离开我们辉煌业绩的舞台。
The teacher asked them to quit talking. 老师要求他们不要说话。
vi. to leave, to move, to stop
Time to quit. 该收手了。/该下班了。
3. apply (…) to … use; put into practice 应用；运用 n. application
We should apply theory to practice. 我们应当把理论运用到实践中去。
apply to 适用
What you have said doesn’t apply to this case.
apply for 申请
apply for a position/a patent
4. add up find the total of 总计；加起来
Add up 6,7 and 8 and you'll get 21. 把六、七、八相加，总数是二十一。
add up to 合计达
add to 增加
add … to 把…加到… add fuel to the fire 火上加油 add color to 增色
Add up all the numbers.
The cost of the party added up to 2,000 yuan.
The sudden rain added to our trouble.
Add some salt to the soup.
5. circumstance n. a condition or fact attending an event and having some bearing on it 环境；情况(常用复数形式)
Force of circumstances led us to give up our project. 环境的力量使得我们放弃了我们的方案。
It depends on [upon] circumstances. 这要视情况而定。
under/in no circumstances 决不，无论如何都不
under/in the circumstances 在这种情况下，既然这样
Under no circumstances should you step out of the house.
6. lose heart become discouraged 沮丧；灰心
Don't lose heart at any failure, but try again. 失败时不要灰心，要再接再厉。
lose one’s heart (to) sb. = fall in love with sb.
7. assessment n. the act of assessing; appraisal 评估；估价
environmental assessment 环境影响评估
vt. assess
1.) (为征税)估定(财产)的价值[(+at)]
The value of this property was assessed at one million dollars. 这财产的价值估定为一百万元。
2.) 确定(税、罚款、赔偿金等)的金额
assess damage after an accident 事故后确定损害赔偿金额
3.) 对...进行估价,评价
It is too early to assess the effects of the new legislation. 现在来评价新法规的效果为时尚早。
8. take it easy 放松些；别紧张
When the teacher found some of his students get nervous at the examination, he told them to take it easy. 老师发现一些学生考虑时焦急不安，就叫他们不要紧张。
归纳：take it 猜想, 以为；断定 take it for granted 视为当然
take it ill 见怪, 介意某事 take it or leave it 要么接受要么放弃
take it out on sb. 向某人出气 take it seriously 认真对待
9. keep up retain(one's spirits, strength, etc); (one's spirits, strength, etc.)not decline 维持；保持
The mountaineers' spirits kept up against heavy odds.
在非常不利的条件下，登山运动员们仍然情绪高涨。
归纳：keep up appearances 装门面 keep up one's spirits 振作精神
keep up to date 使记到最近时期；使跟上时代 keep up with 跟上
10. survival n. the act of surviving; continuance of life 幸存；存活
He stayed eight days in an open boat with no food, and he was still alive; his survival was a miracle. 他在无遮档的小船上呆了八天，又无食物，还活下来了，这真是个奇迹。
survive ①vi. 幸存，活下来 His parents died in the accident, but he survived.
②vt. 比…或活得长；经历…之后还存在 survive sb. / survive the fire
survivor n. 生还者, 残存物
11. beyond
prep. ①on the further or other side of 在较远的一边；在另一边 ②(of time)later than; more advanced than（时间）晚于；超过 ③out of the reach of; outside one\'s understanding 为…不能及；超出…理解力之外 ④(negative and interrogative) except 除…之外
The post office is beyond the bridge. 邮局在桥的那一头。
Some shops keep open beyond midnight. 有些商店营业到半夜以后。
He was beyond the help of the teacher. 他使老师束手无策。
I know nothing beyond this. 除这之外，我什么也不知道。
adv. farther away 在远处 look beyond 向远处看
12. lose one’s way become lost 迷路；迷失
Lily lost her way in the woods. 莉莉在森林里迷了路。
feel one’s way fight one’s way make one’s way push one’s way wind one’s way
13. burden n. something that you carry; a heavy load 负担；包袱/a duty which is hard to do well 责任
It is a burden to the people. 这对人民是一种负担。
The burden fell on me. 责任落在我身上。
vt.
1.) 加重压于，加负担于，烦扰[(+with)]
The government burdened the nation with heavy taxes. 政府使国民负担重税。
2.) 加负荷于，使载重[(+with)]
He was burdened with a large bundle of magazines. 他吃力地捧着一大捆杂志。
14. desperate adj. having no hope and ready to do any wild or dangerous thing 绝望的；不顾一切的/ very serious 极严重的；危急的
The prisoners became desperate in their attempts to escape. 那些囚犯拼命企图逃亡。
The country is in a desperate state and we must work hard.
国家处于危急关头，我们应当努力工作。
15. accustomed adj. being in the habit of习惯[于…]的 [to doing]
I am not accustomed to walking long distances. 我不习惯于长距离的步行。
be accustomed to working/to work hard习惯于苦干
16. thirst n. [U] wanting to drink something; a strong desire 渴；渴望
I drank a cup of tea to relieve my thirst. 我喝了一杯茶止渴。
The artist thirsted for fame. 艺术家想出名。
17. starvation n. suffering or death caused by extreme hunger 挨饿；饿死
The cat died of starvation. 那只猫饿死了。
starve v. (cause to) suffer or die from great hunger 使挨饿，饿死/ (cause to) suffer from not having sth. 使得不到某物而痛苦
They lost in the desert and starved to death. 他们在沙漠迷路而饿死了。
The school is starved of resources. 学校缺乏财源。
18. anxiety n. [U] worry and fear 忧虑；担心；焦急 [C] something that makes you worried and afraid 担心的事；焦虑
We waited with anxiety for our examination results. 我们焦急地等待考试结果。
He has been relieved of his anxieties. 他已消除了忧虑（事）。
19. came to an end stop 结束；终止
All good things must come to an end. 一切好事迟早都会结束。（天下没有不散的宴席。）
at the end of 在...结尾,在....末端 in the end 最后，终于
bring to an end 使…结束 on end on end 竖着, 连续地
make an end of 终止，除掉 end (up) with 以――告终
put an end to 结束，终止 make ends meet 收支相抵
20. tax n. money that the government takes from your pay or from the sale of some goods 税
There is a large tax on cigarettes. 香烟的税很重。
pay taxes on sth. (taxpayers) 纳税 charge/impose/levy taxes on sth. 征税
v. 对…征税，向…课税 Imported wines are heavily imported in China.
21. anniversary n. the annually recurring date of a past event, especially one of historical, national, or personal importance 周年纪念；周年纪念日
a wedding anniversary the 20th anniversary of our country’s independence
22. relief n. ①the removal or ease of worry, pain ,etc. 解除；减轻
The medicine brought me relief. 这药减轻了我的痛苦。
Hearing the news, he breathed a sigh of relief. 一听到消息,他如释重负地松了口气。
②help given to people in poverty of trouble 救济
They are in need of relief. 他们需要救济。
Relief was flown to the flood-hit areas. 救济物品被空运到洪水泛滥区。
23. deliver vt. (delivery n.)
①take something to the place where it must go 投递；送交
Every day the milkman delivers milk to our house. 每天送牛奶的人都把牛奶送到我家。
②give forth in words 发言
He delivered a speech at the meeting. 他在会上讲了话。
③help in the birth of 接生
she delivered the child. 她接生了这孩子。
④save, set free, release 解救;解脱;释放[(+from)]
Education delivered him from ignorance. 教育把他从无知中解救出来。
24. Arctic adj. of the north polar regions 北极的
n. the regions round the north pole 北极；北极圈；北极地方
the Arctic Ocean 北冰洋 the Arctic Regions 北极地区
25. tough adj. able to withstand great strain without tearing or breaking; strong and resilient 坚韧的 demanding or troubling; difficult 困难的 physically hardy; rugged 强壮的 showing strong determination 强硬的，不妥协的
a tough guy 硬汉 tough meat 老肉 tough attitude 强硬的态度 a tough task 棘手的任务 a tough customer 难缠的顾客 a tough neighborhood 治安很差的住宅区
26. wrap vt. to cover completely with 包裹；缠绕
I wrapped the present in red paper. 我把礼物用红纸包了起来。
n. [C] an article of dress to be folded round a person 披在身上的衣物
Don't forget your wraps, when you travel in winter. 冬天旅游时，不要忘带外套、围巾等。
27. tie up put a piece of string, rope, etc. round something to hold it firm 捆；拴；系
I tied up the parcel. 我捆好包裹。
28. stake n. [C] strong post of wood or metal that stands in the ground 桩；柱桩
The farmer tied the bull to a stake in the field. 农民把公牛拴在田里的桩子上。
at stake: at risk; in question 在危急之中
29. ray n. line or beam of light, heat, etc. 光线；辐射线 v. 放射，射出光线
A ray of sunlight fell on the sleeping boy. 阳光照射着睡着的男孩。
This afternoon I will have my son x-rayed. 今天下午我带儿子去X光透视。
30. bark n. the short, sharp sound a dog makes; a sound like this, esp. a cough 吠声；似犬吠的声音 v. 吠, 咆哮, 剥树皮
The bark of a dog sounded in the night. 在夜间听到狗叫声。
Barking dogs seldom bark.
31. memorial n. [C] building or statue to remind people of someone or something 纪念馆；纪念碑（物） a memorial to people’s heroes
32. retell vt. tell again; repeat 重述；复述
retell what happened on the island one early morning in autumn.
复述一个秋天的清晨在那个岛上发生了什么。
33. go for to put a lot of effort into sth, so that you get or achieve sth. 为……去；努力获取
It sounds a great idea. Go for it. 这听起来是个极好的主意。努力去实现吧！
Reading
Step 1 Lead in
1. Talk about legendary journeys in China.
Journey to the West: The story is known in China. The hero Monk Tang in the story went through 81 difficulties. Finally he got the Buddhist Scripture.
The Long March: If there had not been the long march, we could not have lived the happy life. They went through starvation, coldness and so on.
Climbing Mount Qomolangma: They have to face difficulties like coldness, avalanche and snowstorm. It’s not only a personal achievement but also a pride for the whole nation.
2. China’s “Go West” policy.
3. The process of developing the west in America:
1748年 弗吉尼亚的俄亥俄州土地公司的组建（开始）。
1784，1785，1787 年制定三个土地法开发西部的纲领。
1895年 工业总产值跃居世界第一位
西部开发的三个阶段：
农业开发阶段（1750－1850） 工业开发阶段（1850－1950） 科技开发阶段 （1950－至今）
Step 2 Reading
1. Skimming
The main idea of the text:
The text related a story that the hero’s family and many other families moved to the West. They ran into many difficulties on the way to the West. Faced with the difficulties, they didn’t give up. Finally they got to the West and started a new life.
Part 1 (1) The cause and the beginning of the journey
Part 2 (2) The first destination of the journey
Part 3 (3-5) The most trying part of the journey
Part 4 (6) Reaching the promised land (The end of the journey)
2. Scanning
①When did we decide to move to another place? 1845,10
②How long did the journey last? About a year
③What is our first destination? India Greek in Kansas
④Is the journey hard? Can you make some examples about it?
Yes, it is hard. You can make many examples.
3. Detailed reading
Fill in the chart:
Time Events
October, 1845 set off for the journey
April ,1846 continued the journey westward
November, 1846 entered the desert and lost the way
For many weeks travel in the Death Valley
Christmas Day reached the promised land
Choose the best answers:
1. The reason why my father wanted to go to California is that . 答案：C
A. California was in desert B. California was far away
C. California was a wonderful land described in a book
D. California was the largest state in the USA
2. People moving to the west would meet in . 答案：A
A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert
3. On which day did the author enter the Salt Lake Desert? 答案：B
A. April 12. B. November 4. C. October 15. D. December 25.
4. Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D
A. Because the landscape was dry and barren. B. Because water was salty and not drinkable.
C. Because their water supply was so low. D. All of the above.
5. After the travelers burnt their wagons, they had to go on their feet with another miles to go. 答案：B
A. 2 500 B.500 C.90 D.45
6. Why didn’t the author stay behind with the children and wait for help? 答案：A
A. Because that meant he/she would die.
B. Because he/she knew that children were tiresome.
C. Because he/she knew that there was a wagon waiting for him/her.
D. Because he/she felt he/she could get a prize by his/her father.
7. The animals almost ran when the travelers reached the edge of the desert, why? 答案：C
A. Because they were tired and weak. B. Because they had no burden.
C. Because they must have smelt the water. D. Because they went back to their home.
8. How long did the author spend finishing the journey? 答案：A
A. More than 40 months. B. About 2 months.
C. About a year. D. About a year and a month.
9. From the text, we can infer . 答案：D
A. the author and the travelers had to go all day and all night long
B. there was no oxen left when the travelers reached California
C. many travelers died when their days of hardship came to an end
D .it’s a long way to travel from the author’s hometown to California
10. The best title of the text is . 答案：B
A.A Journey to California B. Long Drive
C. The Salt Lake Desert D. Enjoy Your Life
3. Post-reading
1. What the writing techniques of this text are?
A. Use of the chronological order to narrate the story.
B. Use many participles to make the text readable and concise.
C. The landscape of the Salt Lake Valley sharply contrasts with that of the Salt Lake Desert. The scenery of the Salt Lake Valley is very beautiful, however, that of the Salt Lake Desert is dry and barren. Use the sharp contrastive scenery, expressing the hero’s optimism about the life he dreamed of in the West and coming across the difficulties on the way to the West.
2. What can we learn from this text?
When we come across problems, we shouldn’t try to escape. Instead , we should learn to face reality and solve the problems. As long as we overcome the difficulties and never give up, we will achieve our goals and succeed. More over, we all have dreams in our heart. As long as we insist and keep making great efforts, I believe we will make our dreams come true one day.
4. Consolidation
In the ______ of 1845, after his father read a book about _________, he decided to _____ there. His family and many other families ________ for their journey by the middle of October. After traveling through _________, they had to spend __________ in Kansas. Until ____________ , they wouldn’t leave. They traveled by day. On November4, 1846, they entered __________ and soon lost their way. Due to lack of ______________, the oxen had no strength to pull the wagons and were burnt. People had no choice but to cover another 500 miles ________. At last, they _________ all the difficulties and got to the west on the morning of _____________. They started their new life there.
Keys: spring, California, move, 4 states, the winter, April 12, 1846, the desert, water and grass, on foot, overcame, Christmas Day
Language points
1. believe in 信仰
2. stand for 代表，代替
3. adapt to 调节，适合
4. lose heart 灰心，泄气
5. be cast away (被)抛弃
6. give up 放弃 give in 投降，屈服，让步，交上
7. less than 少于;不足
more than 看似简单，含义丰富，主要用于以下情况：
（1）比…更（多、大等），用于比较结构。
He always asks more than he gives. 他总是索取多于给予。
（2）超过，多于，相当于over。
I have known David for more than 20 years. 我认识大卫20多年了。
（3）岂止是，不仅是； 非常， 十分
Can’t you sense the hidden meaning? It’s more than a joke.
难道你没听出言外之意吗？这不只是一个笑话。
more than happy/sorry 特高兴 / 特难过
（4）是…不能，非…能力所及，其后跟从句，从句中用can或could。
This is more than I can understand. 这是我所不能理解的。
归纳：more …than… 与其说…不如说， 不是…而是
He is more brave than wise. 他有勇无谋。
no more than 强调少，意为“只有，不过，仅仅”
not more than 客观叙述，意为“不超过”
He has no more than five dollars on him.
他身上仅有5美元。(强调少)
He has not more than five dollars on him.
他身上带的钱不超过(仅有)5美元。(强调数额少于5美元)
8. set off for 开始(旅程；赛跑)；出发
set off 出发、引爆
set about doing = set out to do
set aside 留出, 不顾, 取消, 驳回
set foot in/on
set fire to sth. =set sth. on fire
set in开始, 到来； 上涨；插入, 嵌入；开始,涨潮 / be set in 以…为背景
set up 设立, 竖立, 架起, 升起, 装配, 创(纪录), 提出, 开业
set an example to sb.
set back (set back the project 使受挫/ set my watch back 2 minutes往后拨)
9. move on 继续前进
10. by day 在白天
11. lose one’s way 迷路
12. most of the way 大部分路程
区别：most & most of 在most+名词结构中，名词是不定的，因此不能most the students, most us，而在most of +名词结构中，名词是指定的，它必须带有定冠词或物主代词等限定词。
12. hang out 伸出
13. in desperate need of 在极度需要的(时候)
14. on our feet = on foot 步行
15. be accustomed to doing sth. (通常用于被动语态)习惯于
16. suffer from 患病;遭受……之苦
17. hurry on to do sth. / (with) 赶紧办理;急急忙忙地去做某事
18. stop to do sth. 停下来去做某事
19. go on all fours 用四肢 lie one’s back/stomach
20. reach the edge of 达到了…的边缘 on the edge of 濒于, 几乎, 在边缘
21. stare at 瞪视; 凝视 glare at 瞪着，怒视
23. come to an end 结束;终止
Integrating Skills
1. the eightieth anniversary of sth. …80周年纪念日
2. a race against time 与时间赛跑，抢时间
3. save…from 挽救……免于
4. there was widespread relief 足以令人欣慰
5. Every minute counted/counts. 没分钟都非常关键。
6. up to 一直到,等于
7. at stake 在危险中；关系重大
8. the golden rays of the dawn 黎明的第一道曙光
9. a memorial to sb. / sth. 的纪念馆
10. risk one’s life to do/doing 冒险去做某事 risk doing
11. diseases of that kind 那样的病
12. a historical event 历史事件
篇11：高二unit 6知识点教案(人教版高二英语上册教案教学设计)
1. What will life be like in the future? 未来的生活是什么样子？
in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。
Who knows what will happen in the future? 谁知道将来会发生什么事？
I'd like to be a teacher in the future. 将来我想当一名教师。
(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。
Don't do that in future. 以后别再干那种事了。
Be more careful with your spelling in future. 今后多注意你的拼写。
(2) for the future表示“为将来”，在句中作定语或状语。
We'd better lay up some money for the future. 我们最好为将来攒一些钱。
It's necessary to plan for the future. 对未来进行规划是有必要的。
用上述短语填空：
①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.
(Keys: ①in future ②in the future)
2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气
Pre-reading
3. What will the future be like in general? 将来整体上是什么样子？
in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：
I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。
I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。
in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答
用上述短语填空：
① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.
③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)
Reading
3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。
4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。
* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time
一眼瞥见; 大致看; 很快地看一眼
.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到
I caught a glimpse of her as she got into the car.
She caught a glimpse of Meg at the station this morning.
5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代
contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学
Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。
Keats and Shelley were contemporaries. 济慈和雪莱是同代人。
6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)
7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.
新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。
* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。
* environmentally friendly = not damaging the environment
environmentally friendly washing powder 环保洗衣粉
energy-saving节约能源的 paper-making造纸的 English- speaking说英语的
* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.
e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.
I bought the books at the price of 10 dollars each.
8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全
9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革
10. * in touch with ＝ in communication with 同…联系
e.g. Let’s keep in touch. Let’s keep in touch with each other.
We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。
* out of touch 失去联系
We have been out of touch with Lillian.
keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离
由keep构成的词组
keep back; keep in mind; keep one’s balance; keep on; keep up with;
keep doing; keep sb/ sth doing; keep sb/ sth from doing
11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入
12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题
remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人） 逗留 remain/ stay in hospital
13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。
14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展
15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。
16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变
17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实
18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。
be hopeful + of / about / that从句
We are hopeful of getting your support.
We are hopeful about their future.
She was hopeful that her job would bring in more money. hopefully
Mary said hopefully, “I’ll find it.” (怀着希望地)
Hopefully everything turns out well.
Hopefully we’ll arrive before dark. (如果顺利地话，但愿)
19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。
in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物
We have a lot of food in store for bad weather.
There will be a shock in store for him.
language study
20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。
(1)…倍数+the size(weight／height／width／length．．．)of+…
eg：That house being built there is 3 times the height of this old one．
正在被修建的那个房是这所旧房的三倍。
The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。
(2)…倍数+比较级+that+…
The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。
(3)…倍数+as +adj／adv．(原级)+as+…
Asia is 4 times as large as Europe．亚洲是欧洲的四倍大。
(4)…倍数+as+many+n．(可数名词复数)+as...
We got 3 times as many people as we had planned．我们买的书是我们原先 计划的3倍之多。
(5)…倍数+as+much+n．(不可数名词)+as…
The book cost me 3 times as much money as the one I bought in Beijing last year．这本书的价钱是我去年在北京买的那本的3倍之多。
Integrating skills
21. Company n．(1)友谊，交情，陪伴[U]
We will be glad of your company 0n the journey．旅行中有你陪伴我们会很高兴。
(A) in company(with)陪伴某人，和……在一起
(B) keep sb．company=keep company with sb．陪伴某人，和……在一起
He kept me company．他陪伴我。
(2)伴侣，同伴[U]
eg：I have company this evening．今晚我有客。
公司[c] We organized a publishing company．
【拓展】 part company(with)和某人分手，断绝来往in the company of在……陪同下
篇12：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,
Clean-up,
Everybody, Everywhere!
Clean-up,
Clean-up,
Everybody do your share!
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