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九年级英语课件【篇1】
教学目标：
1.能够听懂、理解和使用与自我介绍相关的日常用语。
2.能够正确书写、发音和拼读与自我介绍相关的单词。
3.能够流利、准确地进行简单的自我介绍。
教学重点：
1.自我介绍相关的日常用语和单词。
2.自我介绍的`表达和方法。
教学难点：
1.掌握自我介绍的表达方法。
2.自我介绍的准确性和流利性。
教学准备：
1.教师准备PPT、教学课件、自我介绍卡片。
2.学生准备自我介绍卡片。
教学过程：
Step 1. 导入
1、引入话题
教师：Hello, class. Today were going to learn about self-introduction. Do you know what self-introduction is?
学生：（回答）Introducing oneself to others.
教师：Yes, thats right. Lets begin.
2、热身练习
教师：Lets start with some warm-up exercises. Can anyone introduce themselves to the group?
学生：（轮流自我介绍）
Step 2. 学习新知
1、教学内容
What are your hobbies?
What is your name?
What is your age?
What is your family like?
Where are you from?
Do you have any siblings?
2、教学过程
（1）听力练习
教师：Now lets listen to some dialogues. Repeat after me.
（2）语言操练
教师：Now its your turn to introduce yourself. Write down your name and your hobbies. Please say your name and your hobbies three times.
Step 3. 课堂作业
1、学生作业
Write down your name and your hobbies.
Say your name and your hobbies three times.
2、教师作业
Check the homework.
Give feedback to the students.
Step 4. 总结
教师：Thank you for your attention. Have a good day!
教学反思：
在本次课堂教学中，我通过引入话题、热身练习、听力练习、语言操练等环节，使学生更好地掌握了自我介绍的表达方法和日常用语。在学生作业的过程中，我通过教师作业对学生进行了检查和反馈，并对他们的进步进行了肯定。通过这次教学，我深刻体会到了教师的作用是引导和激励学生，帮助他们掌握知识和技能。在今后的教学中，我将更加注重培养学生的自信心和表达能力，为他们的成长打下坚实的基础。
九年级英语课件【篇2】
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列单词和短语：block, in linewith, worker, stare, disbelief, above,burn, burning, alive, airport, till ,west
2) 能掌握以下句型：
Life is full oftheunexpected.
I was about to goupwhen I decided to get a coffee first.
As I was waitinginline with other office workers, I heard a loud sound.
Before I coldjointhe others outside to see what was going on, the first plane had alreadyhit myoffice building.
3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标：
1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确看待事物的积极心态。
2)能运用所掌握的语法，句型和词汇进行交流。
3)能比较流利地讲述自己曾经有的特别的一天。
二、教学重难点
1. 教学重点：
1)掌握本课时中出现的生词
block, in linewith,worker, stare, disbelief, above, burn, burning, alive, airport, till ,west
2) 学会用过去完成时叙述自己曾经有的特别的一天。
2. 教学难点：
用过去完成时叙述自己曾经有的特别的一天。
三、教学过程
Ⅰ. Revision
1. Could youpleasemake sentences with these words and phrases below?
unexpectedadj. 出乎意料的
by the time … 在……以前
backpackn. 背包
oversleepv. 睡过头;睡得太久
2. Please makeyourown sentences.
By the time Igothome, _____________.
By the time Icamein, ______________.
By the time I gottoschool, __________.
By the time thebellrang, ___________.
By the time Igotup, _______________.
3. Retell thestoryof Mary’sbad day according to the pictures in 1a and 2a.
Ⅱ. Discussion
Tell Ss Life isfullof the expected. Did you experience the expected things? Share your storywiththe class.
Ⅲ. Reading
Work on 3a. Readthepassage and answer the questions:
1) Which twoeventsdoes the writer mention?
2) How didthewriter end up missing both events?
1. Ask Ss to havealook at the questions before they start.
2. Let Ss completethework on their own.
3. After awhile,ask some students to report their answers to the class.Write the events on the blackboard as theyreport.
Keys: 1. Thewritermentions the September 11 attack in New York and the
earthquake inNewZealand.
2. The writerwent to get a coffee first andwas not in the office when the plane hit theWorld Trade Center. He/she hadoverslept and missed his/her flight, so he/shewas able to avoid theearthquake.
4. Aftercheckingthe answers, tell students to read the article again more carefully.
Tell them tofindout the words or sentences which they can’tunderstand this time.
Do someexplanationand make sure that the students make everything clear about thearticle.
5. Ask studentstopick out the sentences with the Past Perfect Tense.Tell them to underline them and come upwith thereason to use the tense.
阅读方法指导：
快速阅读全文，注意描述事件的关键词或短语，有助于整篇文章的理解。
这些关键词可能是动词或动词短语，可能是介词短语，形容词，或连词等。
第一段：found a job,arrived at, was about to, eventhough, stared, in disbelief, the burningbuilding alive
第二段：woke up, went off,had taken off , till,unexpectedly , turned into
Ⅳ. Careful Reading
Work on 3b.
1. Ask Ss toreadthe passage again and find words from the passage with opposite meanings tothewords below.
1. lost --2.west-- 3. below -- 4. dead --5. empty --
Keys: 1.found 2. east3. up4. alive 5. full
2. Let Ss writeasentence with each word on their own.
e.g. I foundthemoney on the floor.
1. Askseveral students to write their sentenceson the blackboard.
2. Check their answers together.
V. Practice
Finish 3c.
1. Work inpairs.Retell one of the events to your partner.
2. Ask some Sstoretell one of the events to the class. Practice their skills.
Keys: OnSeptember11, 2001, I arrived at my building in the morning and was about toenter theoffice building, when suddenly I decided to buy a coffee. Theunexpected thingcame about when I was waiting in the line that a plane crashedthe officebuilding where I work. People were staring at the burning plane indisbelief.How dangerous it was!
Ⅵ. Language points
1. I was about togoup when I decided to get a coffee first.
be aboutto 忙于;即将做某事。侧重于表示动作马上就要发生，常与when引导的从句连用，但不与具体的时间状语连用。
e.g. One of myfriends is about to have hersecond baby.
我的一个朋友马上就要生第二个小孩了。
2. I went tomyfavorite coffee place even though it was two blocks east from my office.
eventhough 即使，虽然，尽管，用于引导让步状语从句。
blockn. 街区
e.g. He’sthe best teacher, even though hehas the least experience.
他虽然经验最少，却是最好的老师。
3. We staredindisbelief at the black smoke rising above the burning building.
stare v. 盯着看，凝视
表示看得比较仔细，有时候也带有吃惊的意味去看，常与at, into连用。
e.g. Don’t stare at me like that.别那样盯着我看。
in disbelief 不相信，疑惑，怀疑
e.g. Tamarastaredat him in disbelief, shaking her head.
塔玛拉一边狐疑地盯着他看，一边摇着头。
She lookedat him in disbelief.她全然不信地看着他。
above prep.
1)(表示位置)在…正上方;高于”(与 below相对)。
e.g. Thatbighigh-rise above us is where Brian lives.
我们上面的那座摩天大楼就是布赖恩住的地方。
He liftedhis hands above his head. 他将双手举过头顶。
2) 表示在地位、级别、能力、资历、重要性等方面“超过”、“在……之上”、“比……强”。
e.g. He is abovetheothers in ability.他的能力优于其他人。
He is aboveme in every way.他各个方面都比我强。
3) adv. 在上面
e.g. There aresnowypeaks above.上面是白雪皑皑的群峰。
See theexamples given above.见上述例子。
burnv. 着火，燃烧
(burnt, burnt/burned, burned)
burning adj. 着火的;燃烧的
e.g. Ouch! Thesandis so hot! I can burn my feet.
哎哟!沙子这么烫!会烫伤脚的。
He wastrapped in a burning house.
他被困在正在燃烧的房屋里。
4. I felt luckytobe alive.
alive 一般作表语;也可以作后置定语或宾补。“活(着)的;在世的;(继续)存在的”;反义词是dead。
e.g. Do youknow she’salive? 你知道她还活着吗?
People aliveshould try their best to livebetter. (后置定语)
活下来的人应该尽力生活得更好。
Tom was keptalive in the big fire.
( 宾补) 汤姆在这次大火中活下来了。
辨析 alive, living, lively
alive “活着的”，在句中常作表语或定语。作表语时，常可与 living互换;作定语时，常要放在被修饰词之后。
living“活着的”，在句中用作表语或定语。
lively“活泼的”，在句中可作表语或定语。
5. But by the timeIgot to the airport, my plane to New Zealand had already taken off.
airport n. 机场
takeoff 脱掉;起飞
e.g. He tookoff his hat and bowed as hepassed.他经过时脱帽鞠躬。
We eventuallytook off at 11 o’clockandarrived in Venice at 1:30.
我们终于在11点起飞，1:30 到达威尼斯。
VII. Exercises
Completethesentences.
1. 我在动物园里见过活鳄鱼。
I have seen a_____crocodile in the zoo.
2. 他是那场火灾中唯一活下来的人。
He is theonlyperson ____ in the fire.
3. 露西是个活泼的孩子，大家都喜欢她。
Lucy is a_____child and everyone likes her.
4. Theboy____________________ (正要开始) but someone spokefirst.
5. Hurry up.Thetrain ______________ (马上就要开了).
Keys: living,alive,lively, was just about to begin, is about to start
Homework
Recall theunexpectedin your daily life and try to tell them to your friends in English.
九年级英语课件【篇3】
【教学说明】
1.教学内容：
Unit 3 Teenagers should be allowed to choose their own clothes.
2.教学方法和目标：
通过集体讨论的形式， 谈论一下学校制度或家庭制度， 以练习“答应做某事”（allow somebody to do something ）“应该被答应做某事”（should be allowed to do something ）的用法。
3.情感态度与价值观目标：
通过对学校或其他制度的讨论，培养学生自我判定是非的能力，作为学生什么该做、什么不该做，要做到心中有数，同时针对一些社会的不良现象，也应该有极强的判定力和正义感。
4.能力目标：
能正确使用情态动词和含有情态动词的被动语态（should be allowed to do something ）结构表达自己对事情的看法和观点。
5.探究活动（任务）：
结合班上的实际情况，分小组分别讨论，编写 一份行之有效的、受同学们欢迎和认可的班级规章制度，并与其他小组进行比较和修改，最后将之作为正式的班规张贴起来。
【教学过程】
1.导入。
T：Do you love our class？
Ss：Yes.
T：Did you do anything bad for our class？Do you have any bad manners？
Ss：Yes.
T：Can you say something about it？ （学生七嘴八舌地议论起来。）
S1 ：Some students often make noises.
S2 ：Someone sleeps in class.
S3 ：Someone is often late for school.
S4 ：Someone often throws litter on the ground of our classroom.
S5 ：Someone often draws on the wall and make it very dirty.
（ 一些基础差的学生也谈论起来，只不过他们用中文，英语好的学生帮助他们用英语表达。）
2.分组讨论。
T：What should you do to make our class better？Discuss in groups. （全班分成 9个小组，每组有6 个人，人人参与，各抒己见。小组长主持并作笔录。教师巡查指导） 以下是第一小组的讨论情景。 Group 1
S1：I think students should keep quiet in class.
S2：I agree with you. We should listen to the teacher carefully. Students shouldnt be allowed to make noise in the classroom.
Group Leader：Have you ever been sleeping in class？（问一个上课经常睡觉的学生） Do you know “sleep ”？（做睡觉状）
S3：（不好意思地说）：Yes. yes，sometimes…
Group Leader ：What should you do from now on？
S4：No sleep.（其他组员帮他纠正。）
Ss：Are you sure you will not sleep in class？We dont think you should be allowed to sleep in class from now on.（大家鼓掌认可 ，那位同学红着脸表示接受。）
Group Leader ：Do you know who often throws the rubbish in the classroom or from the window？ （随手做扔垃圾状。）
Ss：He --（大家都指着一位男生） You shouldnt be allowed to throw the rubbish anywhere. you will be a good student if you dont do that again！
S：Sorry， anyone is not allowed to litter anywhere and I want to be a good student！（鼓掌通过） …
我巡视了整个教室，各个小组都讨论得非常热烈， 连那些平时英语学得差的学生也跟着议论起来 ，有时用英语 ，有时用汉语，其他成员有时帮他们翻译。
3.制定班规。
为了操练句型 should be allowed to do something，我让6个小组做计时游戏比赛 ，规则是每个小组分别说出几条班规，由组长先说，然后传给另外一个成员，依次传下去，每个成员必须小声传话，最后一个成员到事先预备好的记录员处陈述本小组制定的班规。规定时间为两分钟。最后以制定的班规条数多而且句型运用正确的小组获胜。
游戏一公布开始，6个小组群情激昂，不甘落后。课堂气氛达到高潮，然后6个小组在黑板上呈现本组制定的`班规。有些小组竟然说出6条班规来，而且每句都正确运用了句型。我非常惊奇，我知道刚才的小组讨论起了很大的作用。我心里非常开心，我的预期目标达到了。最后经过对比筛选出了十条班规。我让班长大声公布，每一条都让全班同学举手表决通过，制定出正式的班规，张贴公布，最后全班朗读班规。
Students shouldnt be allowed to sleep in class.
Students shouldnt be allowed to make noises.
Students shouldnt be allowed to throw the rubbish in the classroom. Students should be allowed to speak English loudly.
Classmates shouldnt be allowed to get to class late. …
（分析：根据班级实际通过学生自己制定的班规 ，学生轻易接受。这样既严明了班级纪律，也锻炼了学生运用英语交际的能力。） 教后反思
1.本节课，我主要运用了小组内合作学习法，通过讨论培养了学生探究问题和自主解决问题的能力，同时培养了学生的团队精神。
2.我根据本节课的语言目标（情态动词+be+v.pp），从学生熟悉的事物入手，创建一个与学生生活密切相关的问题情景（制定班规）
九年级英语课件【篇4】
教学综述
一. 本周教学内容：
Unit 10 By the time I got outside, the bus had already left.
一. 学习目标（Language Goal）
1. Learn to narrate past events. 学会描述过去所发生的事情。
2. Learn to express something with Past Perfect Tense.
学习使用过去完成时态。
3. Strengthen the consciousness of doing things regularly.
做事加强连续性，有条不紊。
二. 语言结构（Language Structures）
1. Past perfect Tense过去完成时
2. “By the time”和“when”引导的时间状语从句
三. 目标语言（Target language）
1. By the time she got up, her brother had already gone into the bathroom.
2. By the time she went outside, the bus had already gone.
3. By the time she got to class, the teacher had already started teaching.
4. When she got to school, she realized she had left her backpack at home.
5. Have you ever overslept?
6. Have you ever been late for school?
四. 重点词组（Key phrases）
1. by the time 到…时候为止
2. get outside 到外边
3. get to school 到学校
4. get up 起床
5. get into the shower 去洗澡
6. get home 到家
7. start doing/ to do sth 开始做某事
8. be late for 迟到
9. go off （闹钟）闹响
10. wake up 醒来
11. come out 出来，出现
12. run off 迅速离开，跑掉
13. on time 准时
14. in time 及时
15. come by （走）过来
16. give sb a ride 让某人搭车
17. break down 损坏，坏掉
18 show up 出席，露面
19. stay up 熬夜
20. a costume party 一个化装舞会
21. sth happen to sb 某事发生在某人身上
22. so …that … 如此…以至于
23. set off 出发，开始
24. April Fool’s Day 愚人节
25. get married 结婚
26. marry sb 与某人结婚
27. both …and… 二者…都…
28. get dressed 穿好衣服
29. on the first day 在第一天
五. 语法重点（Grammar Focus）
1. Past perfect Tense过去完成时
构成：had +过去分词（had没有人称和数的变化）
过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。也就是说发生在“过去的过去”。既然过去完成时的动作发生在过去某一时间之前，那么，使用过去完成时就必须先有这样一个过去的时间。
e.g. I had finished my homework before supper.
我在晚饭前把作业做完了。
句中的supper既是过去某一时间，而had finished这一动作就是在supper之前完成的。如果只说I had finished my homework. 听者会觉得难以理解。由此可见，过去完成时是个相对的时态，它不能离开过去的时间而独立存在。
e.g. By the end of that year Henry had collected more than one thousand foreign stamps.
到那年年底，亨利已经收集了一千多张外国邮票。（过去时间是the end of that year）
e.g. When we got there, the football match had already started.
当我们到那里时，足球比赛已经开始了。（过去时间是when从句）
2. when和by the time引导的时间状语从句
by the time到…时候为止，指从过去某一点到从句所示的时间为止，这一时间段。
when 当…时候，指过去的某一时间点。从句用一般过去时，主句为过去完成时。
e.g. By the time she got up, her brother had already gone into the bathroom.
到她起床的时候，她的弟弟已经去洗澡间了。
By the time she went outside, the bus had already gone.
到她走到外面的时候，公共汽车已经走了。
When she got to school, she realized she had left her backpack at home.
当她到学校的时候，她意识到她把书包放在家里了。
（在这句话中，过去的时间点为“到校”的时候，“她把书包放在家里”则发生在“过去的过去”。）
3. How to narrate past events.
如何描述过去的事件。
描述过去的事件，首要注意一点是时态。由于事情发生在过去，因此一定要用过去的某种时态。但如果是直接引语（如在双引号“”之内），则根据当时的情况来决定。
请看例文1：
It was Sunday. I went to a pool to fish. I thought there must be some fish for me to catch. I held my fishing pole, waiting patiently. Suddently a big fish was caught. I was glad and put it into my little basket. Before long my sister came. Without a word she put back the fish into the water. I was astonished. I really thought she became mad. She ordered me to put down the fishing pole and led me to a place not far away. There stood a sign, reading “No fishing”. I realized that I was making a mistake.
（注意观察文中时态的应用）
例2：请大声朗读Section A 3a，并找出其中用到的时态。
六. 疑难解析（Key Points）
1. 关于get的词组小结
在本单元出现大量关于get的词组，要注意背诵
get to school 到学校 get to class 到班级
get into the shower 去洗澡
get outside 到外边
get home 到家
get up 起床
get married 结婚
get dressed 穿好衣服
2. I’ve never been late for school, but yesterday I came very close.
我上学从不迟到，但是昨天我险些迟到。
close adv. （副词）邻近地、接近地，意思是接近上课时间才到校。
3. Have you ever been an April fool?
你曾经做过愚人节傻瓜吗？
April Fool’s Day愚人节 每年的四月一日，在那天，如果被人愚弄的人就被称为April fool. （愚人节傻瓜）
4. He had changed the clock to an hour earlier.
他把表调快了一个小时。
change…to（into）… 把…变成…
e.g. Please change these sentences into English.
请把这些句子译成英文。
5. I only just made it to my class.
我刚好赶上上课。
only just“刚刚才、恰好”
eg. They’ve only just gotten up. 他们刚刚起身。
make it 办成功，做到、赶到
eg. You can’t make it to the other shore in this weather.
天气这样恶劣，你可到不了对岸。
6. Welles was so convincing that hundreds of people believed the story, and panic set off across the whole country.
Welles是如此地让人信任，以致于成百上千的人都相信了这个故事，进而激起了全国性的恐慌。
（1）so …that…句型中，so后面应加一个形容词或副词，意为“如此…以至于…”
eg. This book is so interesting that everybody in our class wants to read it.
这本书是如此的有趣以至于全班同学都想看看。（so+形容词）
He ran so fast that I couldn’t catch up with him.
他跑得那么快，以致于我跟不上他。（so+副词）
so…that引导的是表示结果的状语从句，但不一定要死套“如此…以至于”的模式来译成汉语。
eg. It was so dark that he couldn’t see the faces of his companions.
天太黑了，他不能看见同伴的脸。
（2）so that主要用来引导目的状语从句，其从句中的谓语动词通常和can, may, should等情态动词连用，而且主句和从句之间不使用逗号意为“以便，使能够”。
e.g. They set out early so that they might arrive in time.
他们早早地出发以便按时到达。
Let’s take the front seats so that we may see more clearly.
我们坐在前排吧，以便可以看得更清楚。
7. By the time the authorities revealed that the story was a hoax, thousands of people had fled from their homes.
当权威机构揭露这个故事是一个骗局时，成千上万的人已经逃离家园。
8. The TV star lost both his girlfriend and his show.
那个电视明星既失去了他的女朋友，也失去了他的电视节目。
both …and… 二者都
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
oversleep
(2) Target Language
What happened?
I overslept. And by the time I got up, my brother had already gotten in the shower.
2．Ability Objects
(1) Teach the students to use the new words.
(2) Train the students to narrate past events with the Past Perfect Tense.
(3) Train the students' listening and speaking skills with the target language.
3．Moral Object
It's a good habit to go to bed early in the evening and get up early in the morning. So you'll never be in a hurry in the morning.
Ⅱ．Teaching Key Points
1．Key Vocabulary
oversleep
2．Target Language
Narrate past events with the Past Perfect Tense
Ⅲ．Teaching Difficult Points
1．Train the students to narrate past events with the Past Perfect Tense.
2．Train the students to understand the target language in spoken conversation.
Ⅳ．Teaching Methods
1．Thinking of examples from the students' real lives.
2．Making sentences by looking at the pictures.
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the language points in Unit 8. Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I'd like to …/I love to …/I hope to …
2．Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.
SA: I'd like to join the school volunteer project, but I'm not sure what I should do.
SB: What do you like doing?
SA: I love playing football.
SB: Well, you could help coach a football team for little kids. Let the children practice in pairs.
3．Check the students' homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.
4．Dictate the following words:
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events. First write by the time on the blackboard, and tell the class the meaning of it.
“by the time” means not later than, before, as soon as, or when the indicated comes. When we use the words. “By the time … ,” we are talking about two different things that happened in the past. Say this sentence to the class; By the time the teacher came in, the students had begun reading English.
Tell them to note the struture “had begun” in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time … talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs' participles one by one.
Play a game to help the students understand the sentences with the words By the time … Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns, the class will make statements starting with By the time …
Write By the time I came back … on the blackboard.
Say to the class, By the time I came in, what had happened?
Help one student to answer like this,
By the time the teacher came in, Don had written his name on the blackboard.
Then get more students to answer differently, such as,
By the time the teacher came in, we had discussed an English problem.
By the time the teacher came in, I had drawn a picture.
Write these sentences on the blackboard, and teach the students to read several times.
Read the instructions to the students and read these questions to the class as well, What do you usually do in the morning before school? Do you like morning? Why or why not?
Choose one good student to answer them by saying something he or she usually does in the morning.
He or she may answer like this,
I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh. or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don't like morning, because I am always too busy.
Then have the whole class practice in pairs. Ask each other the questions.
After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.
Call the students' attention to the pictures in Activity 1a. Ask students to tell what they see.
Say, Any sentences which make sense are accepted to describe the pictures. The girl in the pictures is Tina. Present the new words by providing sentences showing the meanings of them like this: T; What can you see in Picture 1?
S1: She slept a long time.
T: That's correct. She slept too late. She overslept. Class repeat. She overslept.
Ss: She overslept.
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom
T: That's correct. She wants to go into the bathroom. She can't because someone is taking a shower. Class repeat. Someone is taking a shower.
Ss: Someone is taking a shower.
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home.
Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.
After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:
Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Ask the students to read the instructions together. Have them look at the two columns, A and B. in the chart. Point out the sample answer. Read the two parts of the sentence.
Then go over the other unconnected parts of sentences, too.
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.
I guess most of the children can get the correct sentences by guessing. So just let them guess. Don't tell them whether their answers are right or wrong.
OK, just keep your answers by guessing. Let's decide if they are right by listening to the tape now.
Play the recording for the first time. Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers. Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.
Answers
1．b 2．a 3．c
Tapescript
Boy: Hi, Tina. You look stressed out.
Girl: I am. I had a bad morning.
Boy: Really? What happened?
Girl: Well, first of all I overslept. By the time I got up, my brother had already gotten in the shower.
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed. But by the time I went outside, the bus had already left.
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school. But when I got to school, I realized I had left my backpack at home.
Boy: No wonder you look stressed out.
Step Ⅳ 1c
This practice provides guided oral practice using the target language.
First play the recording in Activity 1b again and let the students read after it. Do it at least twice.
Then read the instructions together with the whole class.
You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity 1a to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begin.
SA: What happened?
SB: I overslept. And by the time I got up, my brother had already gotten in the shower.
Write the conversation on the blackboard.
Have the students work in pairs. Move around the room offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we've learned how to narrate past events, using the Past Perfect Tense. We've also done some listening practice in understanding the target language in spoken conversation. Also, we've done much oral practice using the target language.
Step Ⅵ Homework
1．Write out the story of Tina, Note to use the target language.
2．Revise when to use the Past Perfect Tense and the verb structure of it.
Step Ⅶ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The First Period
1．By the time …
By the time the teacher came in, the students had begun reading.
By the time the teacher came in, Don had written his name on the blackboard.
By the time the teacher came in, we had discussed an English problem.
2．Some words to describe the pictures
overslept, taking a shower, had left, left her backpack at home.
3．Target Language:
A: What happened?
B: I overslept. And by the time I got up, my brother had already gotten in the shower.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Target Language
By the time she got to class, the teacher had already started teaching.
When she got to school, she realized she had left her backpack at home.
When I got home, I realized I had left my keys in the backpack.
(2) The Three Forms of the verbs.
2．Ability Objects
(1) Train the students' listening skill.
(2) Train the students' writing skill with the target language.
(3) Train the students' speaking skill.
(4) Train the students to use the three forms of the verbs.
3．Moral Object
Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.
Ⅱ．Teaching Key Points
1．Listening practice with the target language.
2．Use the correct verb forms to fill in the blanks by listening.
3．Make sentences using the Past Perfect Tense.
4．The three forms of the verbs.
Ⅲ．Teaching Difficult Points
1．Write an ending for the story in Activity 2c.
2．The three verb forms in Grammar Focus.
Ⅳ．Teaching Methods
1．Listening
2．Pairwork
Ⅴ．Teaching Aids
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.
They may say like this:
Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs. telling the stroy and helping each other in turns. Remind them to use the correct verb forms.
2．Ask students to check each other's homework in pairs, pointing out all the mistakes they might have made.
3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.
Step Ⅱ 2a
This activity provides guided listening practice using the target language.
We have known Tina had a bad morning. But something worse happened to Tina later. Let's go to Activity 2a on page 69 and see what happened to Tina later in the morning.
Read the instructions to the class. Be sure that all of them know what to do. Call the students' attention to the four pictures. Get them to guess the correct order of the pictures first. The first one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.
Then, we will hear Tina talking about what happened to her after she got to school. We can see there is a small box in each picture. Please write a number from 1 to 4 in each box to show each picture's correct order. The first one has been given as a sample. Get the children to get ready to listen to Tina continue her story.
Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture. Check the answers with the class and see who have ever got the correct answers without listening.
Answers
The pictures should be numbered in this order:
3 1 2 4
Tapescript
Boy: So then what did you do, Tina?
Girl: Well, I ran home to get my backpack. But when I got home, I realized I had left my keys in the backpack.
Boy: You're kidding!
Girl : So I ran back to school without my keys or my backpack. And by the time I got back to school, the bell had rung.
Boy: Oh, no!
Girl: And by the time I walked into class, the teacher had started teaching already. She asked for our homework, but of course I didn't have it.
Step Ⅲ 2b
This activity gives students practice in understanding and writing the target language.
Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets.
This activity has two parts. First let's fill in the blanks with the correct verb forms. We can see some verbs in the brackets. They are the base forms of the given verbs. For example, get and got, Get is the base form of the verb. Your job is to write the correct forms of these verbs in the blanks. Look at number one. A sample answer is given.
Let the students fill in the blanks with the correct forms individually.
Move around the classroom collecting the common mistakes they may make.
After they all finish writing, tell them to get ready to listen to the conversation and check their answers.
I will play the recording again. Please check your answers and correct any mistakes you might have made while listening. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class.
Answers
1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had started
Step Ⅳ 2c
This activity gives students oral practice with the target language.
Ask the whole class to read the instructions together.
We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class Work with a partner. Make up an ending for the story by continuing it. The beginning has been given.
Get students to discuss in pairs, Complete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough.
Sample ending of the story
The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”
“I had a bad morning today. ”Tina said sadly.
“I'm sorry to hear that, but may I know what happened?”said the teacher.
Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said,“Poor Tina!”
Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ”
Step Ⅴ Grammar Focus
This activity introduces the target language of this unit. Call students' attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.
Draw a simple time line for each sentence to help students to understand the grammar focus. For example:
Then get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.
Ask the students to make sentences correctly using each form of the verbs in the box. For example:
I usually get up at 6:30.
I got up at 5:30 yesterday.
By the time I got up, my sister had already gotten in the shower.
Tell the students when we talk about the first thing that happened. We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up) . Ask some to read their sentences to the class.
Ask the students to make their own lists of other verbs used in this unit. Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section. The lists have to include these verbs: leave, walk, start, oversleep, ring, be.
Check the answers.
Some sample sentences with the three verb forms
1．I got up at 6 : 30 every day.
I got up at 6 : 00 yesterday.
By the time I got up, my sister had already gotten in the shower.
2．We usually go to school at 7 : 30.
We went to school at 8:30 yesterday.
By the time we got to the classroom, the students had gone to the chemistry lab.
3．My father leaves home at 8:30.
He left home at 9:30 this morning.
When my father went outside, the bus had left.
4．The teacher often starts teaching at 9:00.
The teacher started teaching at 8:30 the day before yesterday.
When Tina got to class, the teacher had already started teaching.
The three forms of the verbs used in this unit:
leave left left
walk walked walked
start started started
oversleep overslept overslept
ring rang rung
be was/were been
Step Ⅵ Summary
Say, In this class, we've done much listening and writing practice with target language. We've also done some oral practice in pairs. And we've discussed the Grammar Focus of this unit.
Step Ⅶ Homework
1．Write down the ending of Tina's story.
2．Make sentences using each form of the verbs below:
leave, walk, start , oversleep, ring, be
3．Review the Grammar Focus.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The Second Period
Target Language:
1．By the time she got up, her brother had already gone into the bathroom.
2．By the time she went outside, the bus had already gone.
3．By the time she got to class, the teacher had already started teaching.
4．When she got to school, she realized she had left her backpack at home.
Verbs:
get got gotten
go went gone
leave left left
start started started
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down
(2) Target Language
By the time I got there, the bus had already left.
By the time I woke up, my father had already gone into the bathroom.
2．Ability Objects
Train the students' reading skill with target language.
Train the students' speaking skill with target language.
3．Moral Object
Have you ever done anything carelessly?
Share your story with your friends.
Ⅱ．Teaching Key Points
1．Guide the students to read the article in activity 3a.
2．Help the students do the oral practice with the target language.
Ⅲ．Teaching Difficult Points
1．Help improve the students' reading skill by, Activity 3a.
2．Help the students describe what has happened to them with the target language.
Ⅳ．Teaching Methods
1．Get the main idea by reading.
2．Pairwork.
Ⅴ．Teaching Aid
A projector
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise what happened to Tina by asking several students to tell the story.
2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard.
3．Check homework by asking one or two to read their own endings of the stroy.
4．Check homework by asking some students to read the sentences which they made.
5．Ask the students to hand in their homework.
Some sample sentences with the verbs used in this unit:
1．I leave home at 7:30 every morning.
I left home at 8:00 this morning.
By the time I got to the airport, the plane had left.
2．I walk to school sometimes.
I walked to school yesterday afternoon.
When I got there, the sick girl had walk away.
3．The meeting start at 3: 00 every Wednesday afternoon.
The meeting started at 3: 30 last Wednesday afternoon.
As soon as Mr. Jones got to the meeting room, the meeting had already started.
4．Tina seldom oversleeps.
Tina overslept this morning.
Tina said she had never overslept before.
5．The bell rings at 8:10 every morning.
The bell rang at 7:10 this morning.
When I got to school, the first bell had rung.
6．I am here now.
I was at home last night.
I had been here for 20 years by the end of .
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Show the vocabulary on the screen by a project:
bell n 钟；铃
ring v. 鸣；响
go off 闹钟(闹响)
rush v. 冲；奔
rush off 跑掉；迅速离开
on time 准时
give sb. a ride 让某人搭便车
lock v. 锁；锁上
break down 损坏；坏掉
Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.
Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the stroy and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while; ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.
After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can't understand this time.
A few minutes later ,let the students ask questions on the words and sentences which they can't understand. Do some explanation and make sure that the students make everything clear about the article. Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed. Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.
Ask two students to read their answers and explain the sentences.
Answers
1．alarm clock didn't go off
2．father went to bathroom
3．woke up late
4．took shower
5．had some breakfast
6．bus left
7．ran to bus stop
8．started walking
9．got a ride with a friend
10．bell ringing
11．got to school
12．got to class
Sentences with the Past Perfect Tense in the article:
1．…by the time I woke up, my father had already gone into the bathroom and …
2．Unfortunately, by the time I got there, the bus had already left.
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Call the students' attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept?
Get a students to answer the question simply, such as Yes, I have. /No, I haven't.
Then ask one student to read the instructions to the class.
We can see six questions in the box.
You'll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened.
Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.
Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.
Step Ⅳ 3c
This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students' attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says “Yes”.
Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.
Step Ⅵ Summary
Say, In this class, we've learned an article. And we've done much practice in reading, listening, speaking and writing. We've done much practice with the target language.
Step Ⅶ Homework
1．Write the answers to the questions in Activity 3b.
2．Write a conversation in Activity 3c.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The Third Period
Answers to Activity 3a:
1．alarm clock didn't go off
2．father went to bathroom
3．woke up late
4．took shower
5．had some breakfast
6．bus left
7．ran to bus stop
8．started walking
9．got a ride with a friend
10．bell ringing
11．got to school
12．got to class
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, go off, stay up
(2) Target Language
When I got there, I found that he had fooled me.
After an hour, the other kids showld up, and I realized that my brother had fooled me.
By the time I got to match class, I was exhausted because I had stayed up all night studying.
I found out that my friend had fooled me.
2．Ability Objects
(1) Train the students' writing, listening and speaking skills with the target language.
(2) Train the students to use the new vocabulary.
3．Moral Object
Have you ever been fooled on April Fool's Day? Share your story with your friends.
Ⅱ．Teaching Key Points
1．Train the students' listening and speaking skills with target language.
2．Teach the students the new vocabulary.
Ⅲ．Teaching Difficult Points
1．Guide listening and oral practice using the target language.
2．Help learn to use the new vocabulary correctly.
Ⅳ．Teaching Methods
1．Listening
2．Pairwork and groupwork
Ⅴ．Teaching Aid
A tape recorder
Ⅵ.Teaching Procedures
Step Ⅰ Revision
1．Revise the article in Activity 3a on page 70 by asking several students to read it.
2．Dictate the following words and phrases:
bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.
3．Check the homework.
Step Ⅱ 1a
This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.
Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings-Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.
Teach the students to read the new vocabulary below:
costume, show up, exhausted, embarrassed, empty, fool.
April Fool's Day
Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.
Then call the students' attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don't understand and give some explanation.
Please put these words in the correct columns in the chart. Some words can be put in more than one column.
Get a student to read the sample answers to the class before they start say, Fool can also be a verb. For example, He fooled me. So it is pat in both Column Nouns and Column Verbs.
Ask the students to complete the chart on their own.
Correct the answers by asking three students to read their answers to the class.
Answers
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives : embarrassed, empty, exhausted
Step Ⅲ 1b
This activity provides guided oral practice using the target language.
Ask a student to read the instructions to the class.
Ask another student to read the example on the right.
Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity 1a. Get the students to talk in pairs. Move around the classroom checking their work and offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class.
Step Ⅳ 2a
This activity provides guided listening practice using the target language. Say something about April Fool's Day to the students like this:
Every year on the first tit April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all !Call the students' attention to the four pictures. Ask the student, what is happening in each picture.
Ask four different students to describe the pictures. For example, they can describe Picture 1 like this:
A boy was told to take part in a costume party. So he dressed himself up like a monster. But when he got there, he found that his friend had fooled him. It wasn't a costume party. He frightened the others. Read the instructions to the class.
You'll listen to three boys, Dave, Nick and Joe, talking about April Fool's Day. There is a box under each picture where you can write each boy's name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.
Tell them to see the example for Picture c. Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy's name in the correct box. Check the answers by asking different students to tell their own answers.
Answers
a. No name b. Joe c. Nick d. Dave
Tapescript
Boy 1 : Have you ever been an April fool, Dave?
Boy 2 : Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn't a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick?
Boy 1: Well, last April Fool's Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.
Boy 3: He had?
Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool's Day, Joe?
Boy 3: Well, I was sick last April first. My friend called me and told me we had a maths test the next day. By the time I go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn't have a test at all!
Step Ⅴ 2b
This activity provides guided listening practice using the target language.
Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.
Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class.
Answers
1．D 2．N 3．J 4．J 5．D 6．N
Step Ⅵ 2c
This activity provides oral practice using the target language.
First play the recording again. Pause after each sentence and get the students to repeat.
Do it at least twice.
Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it like this:
SA: What happened to Dave on April Fool's Day?
SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.
Then ask the students to work in pairs. Each pair makes two. conversations using information from the earlier activities.
Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the class.
Step Ⅶ Summary
Say, In this class, we've learned some new words. And we've done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool's Day.
Step Ⅷ Homework
1．Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.
2．Write a conversation in Activity 2c.
Step Ⅸ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section B
The Fourth Period
1．Answers to Activity 1a:
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives: embarrassed, empty, exhausted
2．Target language:
A: What happened to Dave on April Fool's Day?
B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, show, marry, thrill, get married, reply, ending
(2) The reading passages about April Fool's Day.
(3) W rite stories happened on April Fool's Day.
2．Ability Objects
(1) Train the students' reading skill.
(2) Train the students' writing and speaking skills.
3．Moral Object
Try to collect the jokes happened on April Fool's Day and share them with your friends.
Ⅱ．Teaching Key Points
1．Teach the students the new vocabulary.
2．Help the students understand the three articles.
3．Guide the students to write stories happened on April Fool's Day.
Ⅲ．Teaching Difficult Points
1．Help the students understand the three articles.
2．Help the students write the stories happened on April Fool's Day.
Ⅳ．Teaching Methods
1．Reading method.
2．Write a passage using the notes.
3．Tell jokes.
Ⅴ．Teaching Aids
A project and a tape recorder.
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.
2．Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Show the new words and expressions on the screen by a projector.
announce v. 宣告；通告
describe v. 描述；描绘
convince v. 使确信；使信服
panic n. 恐慌；惊恐
set off 激起；引起
authority n. 权威机构；行政管理机构
reveal v. 揭示；揭露
hoax n. 骗局；恶作剧；玩笑
flee n. 逃跑；逃走
spaghetti n. 意大利式细面条
girlfriend n. 女朋友
show n. 演出；展示；炫耀
marry v. 嫁；娶；与……结婚
thrill v. 回答；答复
ending n. 结局；结尾
get married 结婚
reply v. 回答；回复
Call the students' attention to the screen.
Point to the words on the screen one by one.
And Teach the students to read the words several times. Make sure that the students can read each word correctly.
Read the instructions to the students.
You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.
Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.
After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability of the first article. They may say like this: I think it is believable because the exact time and person's name are given in the first sentence. or, I don't think it's believable because I think no one dared to fool the people like that.
Do the same with the two articles left. Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.
Answers
The first story really happened. The radio program was called “The War of the World. ”
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class. Play the recording again to help the students, Ask three different students to read the notes to the class.
Help the students make sentences with the notes first.
Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes.
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up.
The sample sentence for the third line.
He realized that his brother had fooled him.
After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b. using the notes below. As they write, move around the room offering help and answering questions as needed.
After around ten minutes, ask a student to read the completed article to the class. The rest of the class help correct the mistakes the student may have made. Get them to check each other's writing carefully in pairs.
A sample answer
On April Fool's Day Nick's alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty. An hour later the other kids showed up. Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.
Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.
Write a sample list on the blackboard:
What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.
What happened next: got to the playground/no one was there.
What I realized: Don/fooled me Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model. After they start to write, move around the room providing help as needed.
Ask some students to read their' articles to the class. Correct as many of the articles as possible in class.
A sample writing
On April Fool's Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there. I found no one was on the playground. Then I realized that Don had fooled me.
Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language.
Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.
Have the class have a look at the sample conversation in the box before reading. Ask a pair of the students to read it to the class.
SA: What's your joke?
SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ” All day at school, many strange said hello to me.
Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.
Step Ⅵ Summary
In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke. However, we've done much reading, writing and speaking practice.
Step Ⅶ Homework
1．Read the three articles aloud after class.
2．Correct the magazine story and the joke you have written.
3．Try to remember the new vocabulary.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section B
The Fifth Period
1．Sample notes to Activity 3c:
What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.
What happened next; got to the playground/no one was there.
What I realized: Don/fooled me.
2．Target language:
A: What's your joke?
B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ”All day at school, many strangers said hello to me.
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Verbs
rush, realize, invite, show up, stay up.
(2) Write an article according to the pictures given.
(3) Vocabulary
homework, look, costume, empty
2．Ability Objects
(1) Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up.
(2) Train the students writing skill.
3．Moral Objects
Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.
Ⅱ．Teaching Key Points
1．Help the students have a self check on the key words and target language of this unit.
2．Practise using these verbs: rush, realize, invite, show up, stay up.
3．Review the new vocabulary introduced in this unit: homework, lock, costume, empty.
4．Direct the students to write an article according to the pictures given.
Ⅲ．Teaching Difficult Points
1．Help the students make sentences with the verbs.
2．Direct the students to write an article with the pictures given.
Ⅳ．Teaching Methods
1．Teaching by providing sample sentences.
2．Teaching by describing the pictures.
Ⅴ．Teaching Aid
Just the blackboard.
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the contents in the three articles in Activity 3a on page 72 by asking the question below
Questions
(1) What did a radio program announce in 1938?
(2) What had happened by the time the authorities revealed the story was a hoax?
(3) What did a reporter announce on April Fool's Day?
(4) What had happened by the time people realized that the story was a hoax?
(5) What did a famous TV star once do on April Fool's Day?
(6) What was the ending of the last story?
2．Ask three different students to read the articles.
3．Dictate the following words:
announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.
You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.
Answers
1．realized 2．rush 3．stay up 4．invite 5．show up
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard. Along with the students' help correct the mistakes.
Suggested answers
1．As soon as the bell rang, the students rushed to the playground.
2．By the time he got to the office he realized that he had locked all his keys at home.
3．Mr. Green invited his good friends to have a big dinner at home last Sunday.
4．We have to finish the task before the boss shows up.
5．Jack stayed up very late last night. He couldn't wake up on time this morning.
Step Ⅲ Part 2
This activity provides writing practice using the target language.
Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.
Ask: What is happening to Ming?
Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10: 00 and thinks she is late for school.
The sentences can vary.
After describing each picture, ask the students to write a story about Ming's day on their own. Walk around the room offering language support if needed.
After a while, ask a few students to tell the class about Ming's day. Let the rest of the class help correct the mistakes that they may have made.
Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.
A sample answer
Ming woke up at 10; 00 o'clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized That it was Sunday.
Her good friend, Han Mei, came to see her after she had got home. Ming told Han Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.
Ming went to her grandparents' house with her parents. They had dinner together and talked happily.
Ming watched TV in the evening and she went to bed at 10 : 00.
Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit.
Call the students' attention to the box Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don't belong in each group.
The first one has been given as a model. Ask some students to tell their answers to the class. Check the answers with the whole class.
Answers
1．homework 2．lock 3．costume 4．empty
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language.
Call the students' attention to the cartoon pictures. Tell them to see what happens.
Ask the students to read the sentences under the pictures together.
Then ask the children what is funny about this cartoon. Help the students to answer like this:
The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.
Step Ⅵ Summary
In this class, we've practiced using some verbs and we've written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!
Step Ⅶ Homework
1．Revise all the language points in this unit.
2．Finish off the exercises on pages 36～38 of the workbook.
3．Make another more sentence with each verb below, rush, realize, invite, show up, stay up.
4．Rewrite the article.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Self check
The Sixth Period
Answers to Activity 1 :
1．realized
2．rush
3．stay up
4．invite
5．show up
Sample answers to Activity 1:
1．As soon as the bell rang, the students rushed to the playground.
2．By the time he got to the office, he realized that he had locked all his keys at home.
3．Mr. Green invited his good friends to have a big dinner at home last Sunday.
4．We have to finish the task before the boss shows up.
5．Jack stayed up very late last night. He couldn't wake up on time this morning.
Reading : Changing English
The Seventh Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key Vocabulary
quarter, normal, traffic light, competition, significant, position and so on.
2．Ability Objects
Train students' ability of identify main idea.
Train students' ability of understanding words in context.
Train students' ability of reading for special information.
3．Moral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs.
Ⅱ．Teaching Key Points
Key vocabulary
Read the text to identify main idea.
Read the text to understand words in context.
Read the text for special information.
Ⅲ．Teaching Difficult Points
Train students' reading skill.
Ⅳ．Teaching Methods
1．Up-down reading methods.
2．Pairwork.
3．Groupwork.
Ⅴ．Teaching Aid
A projector.
Ⅵ．Teaching Procedures
Step Ⅰ Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
quarter n. 四分之一
population n. 人口
native adj. 本国的；本地的
speaker n. 说话者；演讲者
wherever adv. 无论哪里
Singaporean n. 新加坡人
adj. 新加坡人的；新加坡的
India n. 印度
Hindi n. 印地语；印地人
adj. 印度北部的
German n. 德语；德国人
adj. 德语的；德国(人)的
invention n. 发明；创造
business n. 生意；商业
Say the words and have students repeat several times until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students' background knowledge before attempting the reading.
Read the title Changing English to the class. Ask, What do you think the article is about?
Read the instructions to the class.
Point to the three questions in the box. Say, You are to discuss the questions about English with your partner. But don't look at the reading. Use your background knowledge instead.
Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.
When most students are finished, invite pairs of students to report their results. Don't say yes or no to their answers.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information.
Look at the picture. Ask students to describe what is happening in the picture.
Read the instructions and draw students' attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.
Please read through the article silently. Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.
Check the answers.
Answers
1950-In this year English started being more popular for science.
10 000-number of words in the South African dictionary not found elsewhere in the world.
a hundred-number of years ago that German was the most popular language for science.
one billion-number of people learning English.
375 million-the number of native speakers of English.
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold word and expressions. And note any other word or sentence you don't understand. Read in context, guessings their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don't give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.
Check the answers.
Answers
quarter d, normal a, traffic light e, competition f , significant b, position c
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help. Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.
Sample answers
1．A quarter of students in my class are girls.
2．I hope the situation will soon return to normal.
3．When the traffic lights are red, you must stop.
4．He took part in a swimming competition.
5．Listening, speaking, reading and writing are four significant skills in learning English.
6．She is fit for the position.
Step Ⅴ Part 4
This activity helps students read for specific information.
Read the instructions to the class. Call students' attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences. Give students a sample answer to the first sentence.
T: Do you think the first sentence is true or false?
Ss: False.
T: Why is it false?
Ss: Because Egyptians say Welcome to Egypt.
Get students to do the activity on their own. As students work, move around the room answering any questions they may have.
Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.
Answers
F Egyptians say Welcome in Egypt.
F Traffic lights in South Africa are called robots.
T
T
F Hinglish of Chinese and English is called Chinglish.
Step Ⅵ Part 5
This activity lets students work in groups and think critically about what they have read.
Read the instructions to the class.
Call students' attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages. Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.
Give students a sample answer to the first s
九年级英语课件【篇5】
一、教学目标
1.能够正确理解和运用文章的不同特征和元素，如人称、时态、数量、程度等。
2.能够运用文章特征和元素，对文章进行整体阅读和理解。
3.能够正确运用文章中的信息和细节，完成相关的语言任务。
二、教学重点和难点
重点：正确理解和运用文章的不同特征和元素。
难点：运用文章特征和元素，对文章进行整体阅读和理解。
三、教学步骤
1.热身
老师出示一些图片或文章，让学生猜测其中的时态、数量、人称等信息。
2.教学
（1）引导学生阅读一篇短文，要求学生在阅读时注意文章的特征和元素。
（2）通过讨论、填空、问答等方式，让学生掌握文章的特征和元素。
（3）让学生运用文章特征和元素，对文章进行整体阅读和理解。
（4）给学生提供一些相关的语言任务，如根据文章中的信息回答问题、概括文章内容等。
（5）引导学生总结本节课的内容，加深对文章特征和元素的理解和掌握。
3.巩固
通过让学生阅读不同类型的文章，让学生在实践中巩固对文章特征和元素的.理解和掌握。
四、教学反思
通过本节课的教学，学生对文章特征和元素的理解和掌握有了一定的提高。但是，在整体阅读和理解方面，学生还需要进一步加强。在实践中，教师应该注重培养学生的语感和语言应用能力，引导学生更好地运用所学知识，提高学生的综合语言能力。
九年级英语课件【篇6】
1. this 指离说话人较近的人或物, that 则指离说话人较远的人或物。如:
This is a book. 这是一本书。(指近处)
That is a banana tree. 那是一棵香蕉树。(指远处)
2. 向别人介绍某人时,要说“ This is …”,而不说“ That is …”,也不能说“ He is …”或“ She is …”。如:
This is Li Mei. Li Mei,this is Wei Hua.
这是李梅。李梅,这是魏华。
3. 叙述在一起的两样东西时,先说的用 this ,后说的用 that .如:
This is a computer. That is a TV set.
这是一台电脑,那是一台电视机。
4. 在回答 this 或 that 作主语的疑问句时,要用 it 代替 this 或 that .如:
- What's this? 这是什么?
- It's a ruler. 这是尺子。
- Is that a car? 那是一辆小汽车吗?
- Yes, it is. 是的。
其实,我们平时在第一次提到某物时,常用 this 或 that 来指代,后文中再出现此物时,就用 it 来代替 this 或 that 了。
5. 有时候,人们在打电话时,向对方介绍自己用 this 指代“我( I )”,询问对方则用 that 指代“你( you )”。如:
- Hello, is that Mike? 喂,你是迈克吗?
- No, this is Tom. 不,我是汤姆。
此时切不要用“ I am …”、“ Are you … ? ”或“ Who are you? ”等句式,但可以用 it 替换 this 或 that .如:
- Hello,is it Mr Green? 你好!你是格林先生吗?
- Yes,it is Mr Green. Who is it?
是的,我是格林先生。你是谁?
6. 当指性别不明的婴儿、身份不明的人或是只闻其声不见其人的时候,用 it 而不用 this 或 that .如以下敲门时的对话:
- Who's it? 是谁呀?
- It's me. 是我。
最后提醒同学们注意: this 和 is 不能缩写,但 that 、 it 与 is 连用时可分别写为 that's 和 it's .如:
This is a bike. (不可写成: This's a bike. )
It is a pencil-box. (可以写成: It's a pencil-box. )