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Unit 1

How do you study for a test ? Page 2, 1a, 1b, 1c

Period 1

教学目的： Talk about how to study. 教学目的：
Learn the use of “by doing something”

重点难点： Useful expressions-How do you study …? ?I study by 重点难点：
doing …

教学工具： courseware 教学工具： 教学步骤： 教学步骤：
Step 1. Self-introduction ? ? The new term has come. Ask the students to introduce themselves to the others and the teacher. Then ask what they did in the summer holiday. If possible, ask how they did that. ? ? Help the students use the construction “I …by doing…”.Explain “by”. Step 2. Discussion ? ? Have the students say what they think of English. Then tell each other how they study for an English test. See the phrases shown in the courseware, which is similar to 1a. Remind them to use “by doing…” Step 3. 1a. Checking the ways you study

? ? Ask students to finish the task. They can add something else. Step 4. 1b.Listening ? ? Listen to the listening stuff of 1b, which is recorded in the courseware (convenient to be repeated). Finish the task. ? ? Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e. repeat the sentences by using “by doing” Step 5. 1c. Making dialogues ? ? Work in pairs or groups. Discuss first. Then make a short dialogue. ? ? Have the students share their work. Step 6. Writing. ? ? See the courseware. Fill in the blanks. Write down the answers on a piece of paper. Ask students to read their work.

： Period 2 教学内容： Page 3, 2a, 2b, 2c and the grammar focus. 教学内容： 教学目的： Talk about how to learn English. 教学目的：
? ?? ?? ?? Consolidate the use of “by doing something”

重点难点： Useful expressions-Do you study …by doing…? ?Yes /No... 重点难点：
(reason).

教学工具： courseware 教学工具： 教学步骤： 教学步骤：
Step 1. Revision

? ? Make a dialogue between the teacher and some students. Ask whether they like English, then tell the reason. Ask how they learn English. Step 2. 2a. Listening ? ? See the courseware. Explain any difficult points. Listen to the stuff, and check the answers. Have students repeat some main sentences, ready to practice dialogues. Step 3. 2b.Listening Finish the task. Step 4. 2c.Doing a pairwork ? ? Give students some time to talk about the contents of 1a and 1b. ? ? See the courseware. Some patterns will help, such as “Do you.../ What about.../ Have you ever.../ How do you…?” and the possible answers. ? ? Share their dialogues. Step 5. Make a conversation. ? ? Ask students to tell the others their own experience about studying English by working in pairs or groups. Then make a conversation respectively. ? ? They can also use indirect speech, such as “... says she learns ... by ...”etc. Step 6. Summary

? ? Point out the main contents learnt these two days.

英语(九年级)教学设计(3) 课 时： Period 3

教学内容： Page 4, 3a, 3b, 教学内容： 教学目的： Practice reading. 教学目的：
Learn useful expressions. ? ?? ?? ?? Practice writing.

重点难点： v + ing phrase used as a subject 重点难点：
? ?? ?? ?? find / think + O + OC

教学工具： courseware 教学工具： 教学步骤： 教学步骤：
Step 1. Make a statement. ? ? Firstly the teacher asks a student a question and the student answers. Ask several. ? ? Then have many more students make a statement one by one to introduce how he / she learns English. Step 2. 3a. Reading ? ? Firstly, read to the tape aloud. Pay attention to the pronunciation and the intonation. ? ? Read again, underline the useful expressions. ? ? Read once more. Fill in the chart. Check the answers. Step 3. Learn the useful expressions.

1. Ask students to say the useful expressions they have underlined. 2. Add if the students miss some. 3. Learn some grammar: ?Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text. Point out the constructions. Explain why they are used. ?Teach the structure ”find / think + O + OC” and other grammar. Step 4. 3b. Pairwork ? ? Give the students a little time to prepare a role play. Ask some to share their work with the whole class. Step 5. Consolidation In Chinese, teacher says some important phrases from the text. Have the students tell us the English ones as quickly as possible.

Unit 2 I used to be afraid of the dark. The First Period Teaching Contents: Section A 1a，1b，1c，2a，2b，2c 1a，1b，1c，2a，2b， Step I Organization of class 1.Greeting 2.Warming up Step II Presentation 1.Words Competition Competition Show the class many words of appearance and personality.

Get them to put the words in the right place. 2.Guess: Who is the boy? Show the class some information about Harry Potter: He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He can see strange things and so on. 3.Show two photos of the teacher — five years ago/ now. Ask the students some questions: What did I look like five years ago? What do I look like now? 4.Introduce the new conversations in Unit 2. I used to be fat. used I am thin now. I have short hair now. I play ping-pong now. ping-

I used to have long hair. I used to play basketball. Step lIl Teaching Tasks

1.Task One (Pairwork): Listening to the tape (1) Show the students two pictures and say something about the people in the picture. lb， (2) Listen to the tape. Then fill in the blanks in lb， 2a，2b. 2a， 2.Task Two (Groupwork): Describing different persons (1) Show the students a set of pictures, such as a movie star, a sportsman, a teacher.

(2) Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes. (3) Ask two or three groups to present their answers. (4) Which group does best? 3.Task Three (Team work): Survey (1) Ask the students to bring two photos of themselves to class. (2) Get the students to talk about the changes of their classmates and write down the key words in the form. (3) Let the team leader present their survey results. (4) Who has changed most in your team? (5) Which is the best team? Step IV Summary Step V Assign homework Write a composition about your classmate before and now. classmate

The Second Period Teaching Contents： Section A 3a，3b，4 Contents： 3a，3b， Step I Organization of class 1.Greetings 2.Singing an English song

Step II Revision 1.Revise the conversations that the students learned in the first period. Ask them to talk about some pictures. first 2.Check the homework. Talk about what one person used to be like and she/ he is like now. Step IIl Presentation 1.Show the class a picture of a big dog，then introduce the dog， new conversations in 3a： 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs.／ dogs. 2.Ask the students some questions like this： this： What did you use to be afraid of?／Are you still afraid of?／ of...? Step IV Teaching Tasks 1.Task One (Pairwork)：Match the pictures with the phrases. (Pairwork)： (1) Show the students six pictures about the phrases in 3a. the (2) Ask the students to talk about the pictures in pairs and match them. 2.Task Two：Put checks in the first two columns.? Two： columns.? (1) Show the students the first two columns about “I”, then get them to put checks. (2) Ask a group of students to read out their answers like

this: I used to be afraid of... / I’m still afraid of... 3.Task Three(Pairwork)：Put checks in the last two columns. Three(Pairwork)： (1) Show the students the last two columns about “My Partner”. (2) Get the students to practice the dialogs in 3b. students (3) Put checks in the columns. (4) Ask several pairs to present their answers. (5) Choose the best pair. 4.Task Four(Groupwork): A survey (1) Show the students a form about the activities. (2) Get the students to fill in the blanks about “I”. (3) Get the students to ask their classmates and fill in the blanks about “My classmate”. (4) Ask the students to ask questions like this: What did you use to eat?/ What do you eat now? (5) Let two or three groups present their results. results. (6) Which is the best group? 5.Task Five (Teamwork): How has Zhongshan（中山）changed? Zhongshan（中山） (1) Show the class several pictures of Zhongshan city — Past and Now. (2) Get the students to talk about the pictures and write

down the key words on the paper. (3) Ask two or three team leaders to present their opinions. Step V Summary Step V IAssign homework Get the students to write a composition about“Zhongshan has changed a lot!”

The Third Period Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I Organization of class Warming up Step II Checking up the homework 1.Ask two students to read out their compositions (Zhongshan has changed a lot!). 2.Get students to discuss the compositions. Step III Presentation 1.Show the class four pictures in la. class 2.Ask students to describe what is happening in each picture: A girl is exercising in gym class. A girl is painting a picture. A boy is singing.

A boy is looking at some insects. 3.Ask students to check the things they liked to do when they were very young. Step IV Teaching Tasks 1.Task One (Pairwork): I used to like to... (1) Point out the lines under the picture in lb. (2) Ask students to write down different things that they used to like to do. (3) Get students to discuss the answers in pairs, then ask some students to read out their sentences. 2.Task Two: Listening practice (2a, 2b) (1) Ask students to listen to a dialog between a boy and a girl. (2) Ask students to check the sentences on the list that they hear on the recording. recording. (3) Check the answers in 2a. (4) Play the recording again. Ask students to fill in the blanks with the words they hear. (5) Correct the answers in 2b. 3.Task Three (Pairwork): Making up dialogs (1) Teach students the conversation in 2c. (2) Say some sentences using Did you...? and the answers Yes, sentences

I did./ No, I didn't. (3) Ask students to make similar dialogs in pairs. (4) Call on different pairs to read out their conversations to the class. 4.Task Four (Groupwork): A debate (1) Show students a survey that the teacher did before the class. (2) Get them to discuss their hairstyles in the past and now like this: I used to have ... hair, but now I have ... hair. (3) A debate──Should students choose their own hairstyle? debate──Should ── Why or why not? 5.Task Five: Reading Practice (1) Get students to read the story in 3a. (2) Ask students to complete the chart about Rose Tang then and now. (3) Check the answers. Step V Summary Step VI Assign homework Assign 1.Ask students to Complete the letter in 3b (How I've changed!). 2.Get students to talk to their parents and fill in the chart

in 4a.? 4a.?

The Fourth Period Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check. Teaching Procedures: Teaching Step I Organization of class Step II Checking up the homework 1.Ask some students to read out the letter (How I've changed!). 2.Get students to discuss their answers and choose the best one. Step lII Teaching Tasks 1.Task One (Pairwork) (Pairwork) Ask students to finish 4a before the class-Talk to their classparents and fill in the chart in 4a. 2.Task Two (Groupwork) (1) Ask students to talk about the contents in 4a with their classmates. (2) Choose two groups to present their answers. 3.Task Three (Teamwork): How has Yu Mei changed! (1) Get students to talk about the pictures in Self Check 2.

(2) Ask students to use the drills in Unit 2 to describe the pictures. (3) Ask students to write down a composition about Yu Mei on the paper. (4) Ask two or three of them to read out their compositions in class. (5) Choose the best one. 4.Task Four (Teamwork): A survey── How has our life survey── changed? (1) Show students some information in Unit 2. (2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form. (3) Ask the team leaders to present their survey results. (4) Choose the best team. 5.Task Five: A composition about the changes in our life (1) Get students to write a composition on the paper. (2) Ask students to exchange their compositions and correct them. (3) Show the class one or two good compositions. Step IV Summary Step V Assign homework Finish Part One of Self Check.? Check.?

The Fifth Period Reading—E-mail English Step I Organization of class 1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why? 2.Talk about the usage and importance of English. about Step II Introducing E-mail English EWhat does e-mail English mean? What is it used for? eStep III Teaching Tasks 1.Task One (Pairwork) (1) Ask students to talk about the words in Part 1. (2) Ask students to fill in the chart with their partners and try to think of some more. (3) Check their answers. 2.Task Two: Matching (1) Get the students to read the whole article as quickly as they can. (2) Try to finish the exercise in Part 2—Match each paragraph with its main idea. idea. (3) Check the answers.

3.Task Three: Deep Comprehension (1) Tell the students to read the article more carefully again. (2) Try to finish the exercise in Part 3—Match the words and expressions with their meanings. (3) Try to finish the exercise in Part 4—Find words or Part phrases for 1-5. 1(4) Check their answers. 4.Task Four (Pairwork) (1) Ask the students to finish Part 5 in pairs. (2) Write a message to their partner using the e-mail eEnglish in this reading or other e-mail words. e(3) Let some students read out their e-mails. read e(4) Choose the best one. Step IV Summary Step V Assign homework Write a reply to your partner, using the e-mail English as much eas possible
Unit 3 Teenagers should be allowed to choose their own clothes Period 1

教 学

1. Knowledge Objects (1) Key Vocabulary: allow, drive, pierce, driver, license, silly (2)Structure: should be allowed to

目 2. Ability Objects 标
(1)Train students’ listening skill and communicative competence. 3. Moral Object Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.

教 材

1. Teaching Key Points Target language The structure：should be allowed to

分 2. Teaching Difficult Point 析
The structure: should be allowed to Step Ⅰ Revision

实 施 教 学

Show the following on the screen by a projector. go out at night collect stamps be alone at home ask the teacher questions

过 程

drink milk read English magazines

设 计

eat eggs write letters Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable. Step Ⅱ 1a This activity focuses on vocabulary words and the structure "should be allowed to." Show the new words on page 18 on the screen by a projector. allow v.允许，准许 允许， drive v.驾驶；驾车 驾驶； pierce v 刺穿；刺破 刺穿； license(＝licence) n．执照；许可证 执照； silly adj．愚蠢的；傻的 愚蠢的；

Say the words and have students repeat over and over again until they are pronounced fluently and accurately. Write the words "can do" and "can’t do" side by side on the blackboard. Then ask students questions about things that their parents say they can and can’t do. T: Wei Ming, do your parents let you play soccer ball after school? W: No. They say I must put my heart into studies. T: I see. (Write play soccer ball under can’t do on the blackboard.)Liu Chang, do your parents let you surf the Internet? L: Yes. It is helpful to my study. T: I see. (Write surf the Internet under can do on the blackboard. )

…
Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this. can do surf the Internet can’t do play soccer ball

…

…

Now write on the blackboard the headlines "is allowed to" and "isn’t allowed to" instead of "can do" and "can’t do". The blackboard looks like this: is allowed to isn’t allowed to

surf the Internet

play soccer ball

…

…

Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet. (Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence. Repeat this practice with all the items on the lists. Read the instructions to the class. Say, All the sentences in the box are things that students are or aren’t allowed to do. Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead. Ask students to tell you what’s their attitude to each sentence. For example, for the first sentence, a student might say, I think it’s OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn’t relax in our efforts. It’s a waste of time. Say, Please circle A for agree or D for disagree for each sentence on your own. When all the students are finished, ask students to raise their hands

to show which things are or aren’t allowed to do. Discuss the results with the class. Answers to this activity will vary. Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Read the instructions to the class. Say, You will hear a conversation between Anna and her mother. They don’t agree with everything. Get students to read the three sentences in the box silently. Play the reading for the first time. Students only listen. Play the recording a second time. This time students listen and circle T or F. Check the answers. Answers 1. T 2, F 3. T Step Ⅳ 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students’ attention to the phrases in the left box. Invite a student to read them to the class.

Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence. SA :I think teenagers should be allowed to go out with their friends. SB :I agree. They need to relax. Write it on the blackboard. Then demonstrate a new conversation with another student. T: I think sixteen-year-old students should be allowed to drive. SC:I disagree. They are not old enough. Say, Now work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a. As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed. After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations. Step Ⅴ Summary and Homework In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do.