九年级英语英语教案

2024.08.03 九年级英语教案人教版九年级英语教案

最新九年级英语英语教案9篇。

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九年级英语英语教案篇1

九年级上册英语第九单元课件：《Unit 9 I'll help clean up the city parks》

Teaching Aims and Demands(教学目标):

Knowledge and Ability objects(知识与能力目标):

（1）重点词语：重点掌握如下描绘性的形容词 clean up hunger homeless cheer up give out

（2）重点句型：I'd like to work outside．

You could give out food at a food bank

（3）培养学生能够运用所学的语言目标进行简单的语言训练的能力。

(4)能够听懂磁带上的每句话。

Course and Methods(过程与方法)：可采取小组讨论的方法进行知识与技能的训练，调动已有的知识、根据情景推测句子的含义。

Moral object(情感态度与价值观目标)：通过对本单元的学习，增强爱心，同情心，以及社会责任感。

Teaching Key Points and Difficulties(教学重、难点)

1、 Key point：一般将来时的应用。

2、 Difficult point：一些动词短语的用法。

Teaching Methods(教学方法)：Watching and describing methodslistening methodPairwork

Teaching Aids(教具)：Tape picturessmall blackboardTeaching procedures(教学过程):

课前练习(practice oral English )看谁有勇气想挑战一下自己。

复习以前的知识

妙语连珠(提高翻译的能力)

一、导入(Lead-in)：

展示几张需要帮助的人或事的图片。(如：sick people，homeless children，dirty park，hunger)

通过图片让学生充分展开想像力，针对每一幅图片进行描述，激起学生的同情心和对以下内容的兴趣。

二、句型引入和操练(Presentation and practice)

1．版书：What can you do to help sick people? I can visit them in the hospital．

I’d like to buy them some flowers．

I hope to cheer them up．

让学生给出不同的回答，强调I’d like to，hope to，volunteer to，could和其他动词的搭配。老师不断强化句型，让学生有个模式进行下面的训练。

2．结对练习对话

另外再让学生结对操练句型：

通过反复操练，巩固句型，体会以上句型的结构，为后面的讨论作铺垫。

三、教学操练(Practice)

What would you like to do if the classroom is very dirty？ I’d Iike to…

I hope to…

四、教学巩固

通过版书引导学生完成一个任务：

假设你有个朋友周末生日，他打算在家开个生日舞会。他现在有很多事情忙不过来，你能给他提供什么帮助？

说明：通过来完成一个任务。让学生运用所学内容，既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，达到新课标提出的培养学生综合运用语言的能力。

五、作业 (Homework)：

1．下周你们班将去老人院，去那里有什么可以做的，罗列4～5点。

2．翻译下列短语。

(1)打扫

(2)张贴

(3)去医院看望生病的小孩

(4)在外面工作

(5)提供帮助

(6)推迟

(7)分发

(8)无家可归的人

九年级英语英语教案篇2

1. 词汇（略）。

2. 句型：1）Have you got…? 2) Have you found…yet? 3) I’m so glad.

2) I /You have just seen …? 3) Have you / I seen … yet?

4) We have just seen … 5) Have he /she /it seen …yet?

3. 语法：现在完成时态的构成：助动词 have / has + 过去分词

Recorder；Pen, pencil, pencil box ,etc..

三、课堂教学设计

Step1. Revision/ Who’s on duty?

Step2. 教师可采用以下方法导出现在完成时态：

教师走到教室门前，做开门动作。边开门边问学生：

Ss：You are opening the door.

打开门后，教师走回讲台，手指开着的门，反复说：

T：I have opened the door. Please look at the door. It is open now.

板书这个句子，用彩色粉笔写出助动词have和动词opened。

Teacher asks a students to clean the blackboard.

该同学在擦拭擦黑板时，教师向全班说：

She is cleaning the blackboard.

当该同学擦完黑板，走回座位，教师让全班看着擦干净的黑板，启发大家说出：

Ss：She has cleaned the blackboard.

Step3. 板书刚才的主要句式。向学生介绍现在完成时态这个术语，要求学生观察其构成，扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。

Step4. 利用黑板上的句式，扼要介绍现在完成时态的构成和动词过去分词的构成方法。

step5. 打开书，学生阅读课文第 3部分，教师布置两个读前提问（Pre－reading questions）：

l）Where is the history book？ 2）Where is the dictionary？

两分钟后，请学生回答。听录音，学生跟读两遍。

Step6. 请一位同学到教室外站一会儿。让别的同学将他／她的英语书或尺子等物藏起来。请回这位同学。待他／她刚进教室，尚未走到座位之前时，教师提问：

T：Have you got an English book (or: a ruler)?

：Yes, I have.

T：Can I borrow it, please?

：Certainly.（走回自己座位，才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达）

Oh, I’ve lost my English book (Or; ruler).（问旁边的同学）Have you seen it anywhere? 如效果较好，可请几位同学反复表演。

Step7. 指导学生做练习册习题。

1）练习朗读本课对话，抄写生词；2）完成练习册习题。

Have you got …? 你有…吗？

在口语和非正式文体中，have got可以用来代替have。

在美国英语中，经常使用have或has；而在英国英语中则用have got或has got表示“有”。例如：

She has blue eyes. （美国英语；=She’s got blue eyes.）她长着蓝眼睛。

Do you have a sister？（美国英语；=Have you got a brother？）你有姐妹吗？

九年级英语英语教案篇3

一、重点短语

1. 为……而死 die for...

2. 得知 learn about3. 放弃 give up4. 独自地 on one’s own5. 感到骄傲 be proud of6. 足够好 good enough7. 那时 at that time8. 最后 in the end9. 并且 as well as10. 死于 die of11. 照顾 take care of 12. 又一次 once again13. 需要 in need of 14. 不得不 have to

二、重点句型

1. one of the best... 最好的……之一

2. manage to do... 设法做……3. start doing... 开始做……4. stop doing... 停止做……

三、重点语法

because 作连词，意为“因为”，表示必然的因果关系，语气较强，通常放在主句之后，若需强调则放在主句之前，常用来回答疑问词“why”提出的问题，例如：We have to play inside because it is raining.因为下雨，我们不得不在屋里玩。

so 可以引导结果状语从句，但是 so 和because不能同时使用，例如：

Haste makes waste, so be careful as you work.欲速则不达，所以工作时要仔细。

so that 引导的目的状语从句中通常带有 can, could, may, might, should 等情态动词。so that 引导的从句在主句后，从句前不用逗号，例如：

I stay on so that he may not feel lonely.我留下来以使他可能不会感到孤独。

九年级英语英语教案篇4

单元教材分析单元学情分析

1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。

六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。

单元教学目标：

1.能力目标

(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents.

(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t.

(3)能够对某人过去某天所做的事情进行简单地叙述。

(4)能够唱歌曲At the Zoo

2.知识目标

(1)掌握A、B部分Let"s learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。

(2)听说、认读A、B部分Let"s learn 、Let"s talk中的加粗句子。

(3)能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。

(4)能够理解并会说唱Let"s chant。

(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。

3.情感、策略、文化等有关目标

(1)情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。

(2)学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。

(3)文化目标：了解一些西方国家图标的意思，培养学生的环保意识。

课时教学设计

课题：Unit3 A Let’s try Let’s talk 备课人：上课人：

教学目标：

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。

教学重点：

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。教学难点：

1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。

2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备：

录音机，磁带，单词卡，挂图。第几课时：1

探索流程个性添加(教学反思)

Step 1. Warm- up and revision

1、Enjoy the song: At the zoo

2、Daily oral practice

Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?

Step 2. Presentation

Let’s talk

设计主情景“我是小小侦探”

1、“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。

出现一个老师和一个学生John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?

J: I can help you to find him.

John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?

Sarah: Hmm! I watched TV.

John跑去问了Wu Yifan.

J: What did you do last weekend?

W：Hmm! I played football.

板书句型：What did you do last weekend? I played football. 学生朗读。

教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.

T: What did you do last weekend?

S1: I …

T: What did you do last weekend?

S2: I …

T: Did you help the teacher clean the classroom?

引导学生回答。

板书help，并朗读。

Step 3. Consolidation

2、Activity 2

3、Activity 3 Make the chant.

4、“找到了”

通过课件展示John和Zoom的对话。

J: What did you do last weekend?

Z: I played football at school.

J: Did you help the teacher clean the classroom?

Z: Yes, I did.

J: Oh, Zoom. You are great!

5、听录音，跟读书本对话。

6、学生一起朗读对话。

板书设计作业布置

Unit3 Last weekend

What did you do last weekend?

Where did you go over your holiday?

What did you do?

九年级英语英语教案篇5

教材分析

本课题是谈论中国的主要节日和自己对节日的喜爱的内容，教师可通过前面学过有关的运动导入：如What’s your favourite sport?Do you like…?等引入到课本的Part One Look, listen and find.从而引入到文中。

学情分析

本单元的这个课题很容易激发起学生的学习兴趣，可以在热身What’s your favourite sport?Do you like…?以后导入到本课中有关中国传统的节日并给予学生讨论他们心目中理想的节日。以达到调动学生学习兴趣的目的。

教学目标

一、能力目标：

能够运用有关节日的单词，操练What’s your favourite festival?

My favourite festival is….

二、知识目标：

1. 能够听、认读、练What’s your favourite festival?

My favourite festival is….的句型

2. 能够听、读、认识有关中国主要节日Lantern Festival，Spring Festival，

Mid-Autumn Festival, Dragon Boat Festival的单词。.

三、情感目标：

培养学生团结协作良好品质和对中西方文化差别的认识，从而教育学生的爱国主义情操。

教学重点和难点

本课时的.教学难点

如何利用有关节日的单词操练What’s your favourite festival?

My favourite festival is…的句型.以及学生谈论自己喜欢的节日。

本课时的教学难点

如何引导学生比较中西方的文化差异以及引导学生的爱国主义情操。

教学过程

1．Warm－up（热身）

1）老师带领学生复习上一模块学习的韵诗。

2）老师针对节日的主题向学生们提问：“what do people do on Thanksgiving Day? What do people do on Flag Day?”引导学生根据上节课所学内容做出相应的回答。

2. 导入：

老师提问的同时出示SB unit2活动1的图片，引导学生猜测图片所表现的是什么。学生应该能够用中文回答出图片所表现的分别是元宵节、春节、中秋节和端午节。

3. 课文教学

将本课的挂图贴在黑板上，通过播放录音呈现SB unit2活动l。如果有必要,请学生对照着书听录音, 熟悉故事内容和情节。

听过第一遍录音后，请学生仔细看书上的图，说出每幅图表现的是什么。学生应该能够说出对应的中国传统节日名称。老师把 “Lantern Festival，Spring Festival，Mid-Autumn Festival, Dragon Boat Festival”写在黑板上，进行单词教学。带领学生多重复几遍,并采用多种形式进行操练。

放录音，每段后停顿，请学生说出该段文字讲述的是哪一个节日，然后指向相应的图。老师可以在这时重复录音中对每种节日的描述，并向学生讲解语言方面的疑难。再放录音．逐句停顿，让学生重复。

4.重点句型操练：

What’s your favourite festival? My favourite festival is…

老师可以在学习过课文后让学生看着书SB Unit2活动3的录音．体会句子中的语调和重音。鼓励学生大声模仿跟读。地道的语音和语调是需要通过这样的不断练习而逐渐形成的。

5. 活动：

全班分为四个大组让学生积极参与讨论中西方节日的相同点与不同点。

如：

春节图片

春节习俗

圣诞节习俗

圣诞节图片

6.作业：

回家后向家人和亲戚朋友升绍中国和美国的主要传统节日以及相关的风俗习惯。

九年级英语英语教案篇6

一、学习目标：

知识目标：能正确使用Module 6 中的单词和短语;

能力目标：能掌握谈论环境的日常交际用语，并能简单介绍环保举措，劝说人们增强环保意识;

情感目标：引导学生提高环保意识。

二、重点、难点：

重点：1. 掌握句型It’s+adj.+to do sth.;

2. 掌握短语throw away, instead of, do harm to, make a difference to，stop…from …的用法;

3. 初步了解前缀和后缀。

难点：1. for example, such as 与like的区别;

2. instead of 和rather than的辨析;

3. 前缀，后缀构词法的构成。

三、知能提升：

(一)重点单词

[单词学习]

1. waste

【用法1】n. 浪费

【例句】These meetings are a waste of time. 这些会议真是浪费时间。

【用法2】v. 浪费

waste sth. on sth. 在某物/某事上浪费钱财、时间等;

waste time (in) doing sth. 浪费时间做某事。

【例句】Why do you waste money on clothes you don’t need?

You are wasting your time (in) trying to explain it to him.

【用法3】adj. 无用的;废弃的

【例句】Waste paper can be recycled.

注意：wasteful adj. 浪费的

如：It’s wasteful to throw away your old book.

【考查点】词义理解。

【易错点】词性混淆不清。

【考题链接】It’s bright enough, turn off the light, please. We shouldn’t w___________ electricity.

答案：waste.

解题思路：此题考查waste的用法，句意为“这里足够明亮了，请把灯关了。我们不应该浪费电。”故填写waste，这里waste作动词。

2. environment

【用法】n. 环境

它是由动词environ(包围)+名词后缀-ment 构成的名词。类似的词有：development， excitement

【例句】The children have a happy environment at school.

【考查点】词义理解。

【易错点】environment的拼写。

【考题链接】

We should prevent the pollution of the e_______________________.

答案：environment。

解题思路：此题考查environment的拼写，句意为“我们应该防止环境污染。”故填写environment。

3. product

【用法】n. 产品，制品

【例句】The company sells plastic products.

与product相关的动词是produce，意思是“制造，生产”。

如：Many kinds of machines are produced in this factory.

【考查点】词义理解。

【易错点】product的拼写。

【考题链接】

We have to find the right p_______________ for the market.

答案：product。

解题思路：此题考查product的拼写，句意为“我们要找出适合市场需要的产品。”故填写product。

[即学即练]

① It’s w_______________ to keep the light on in the bright room.

② Those factories are causing a lot of e____________________ pollution.

③ Our factory produces a kind of new p______________. They are very popular to people.

④ Don’t w_______________ money on junk food.

(二)重点短语

[短语学习]

1. throw away

【用法】“扔掉，抛弃(某物)”

【例句】You should throw away these chairs and buy new ones.

【考查点】短语本意。

【易错点】throw 的过去式和过去分词形式。

【考题链接】

他问我你刚才扔掉了什么。

He asked me what you _______________________ just now.

答案：threw away

解题思路：此题考查throw away的时态，句中“你刚才扔掉了什么”是一个宾语从句，要用陈述句的语序，由表示时间的just now可知要用一般过去时，故填写threw away。

2. instead of

【用法】“代替，而不是”(后接名词，代词和v-ing形式)

【例句】What about eating fish instead of meat today? 今天不吃肉改吃鱼怎么样?

You should go out instead of staying at home. 你应该出去而不是呆在家里。

注意：instead adv. “代替，反而”，单独用时放在句末。

【例句】Why not play football instead?

If you can’t go, let him go instead.

【考查点】instead of的用法。

【易错点】instead of 与rather than易混淆。

辨析：instead of 和rather than的区别：都有“而不是”的意思

instead of：“代替，而不是”，重点词是of，它是介词，所以后接名词，代词和v-ing形式，尤其需注意的是动词该用动名词形式，即v-ing;

rather than：“(是……)而不是……”，它是连词，前后成分在形式上必须保持一致，所以后面的结构应该与前面一样，就有可能出现代词主格，动词的各种形式等，不一而足，但关键是要和与它对比的结构形式一致!

【例句】I’ll go there instead of him.

I rather than he(与I一致)will go there.

Yesterday he walked here instead of driving here.

Yesterday he walked here rather than drove(与walked一致)here.

【考题链接】

有些废品是可循环再利用的，所以我们是卖掉它而不是扔掉。

Some waste is reusable, so we’d better sell it for recycling ________________________.

答案：instead of throwing it away/ rather than throw it away。

解题思路：此题考查“而不是”的翻译，由于“而不是”可译为“instead of”或“rather than”，需要注意它们后面动词的形式，instead of后只能跟动名词，故写为instead of throwing it away;而rather than后的动词要和前面的动词形式保持一致，故写为rather than throw it away。

3. do harm to

【用法】对……造成伤害

do harm to sb./ sth. = do sb./ sth. harm “给某人/某物造成伤害，伤害(某人)，损害(某物)”

do no harm to sb./ sth. 对某人/某物没有造成伤害

九年级英语英语教案篇7

学习目标

1.重点单词：support，enter，choice

2.重点短语：get in the way of，care about

3.重点句式：

Are you allowed to makeyour own decisions at home?

His parents won't allowhim to train so much.

We have nothing againstrunning.

He needs to think aboutwhat will happen if he doesn't end up as a professional runner.

I think I should be allowedto make this choice myself.

I am serious about running.

学习重点

1.重点短语和句型

2.学会运用知识

学习难点

学会运用知识

自主学习

一、预习课本P54-55新单词并背诵，完成下面的英汉互译。

1.支持________　2.进来________ 3.选择________

二、认真预习2a-2e内容找出下列短语和句型。

1.妨碍 2.关心

3.你在家会被允许自己做决定吗?

4.他的父母不允许他训练太多。

5.我们没有理由反对跑步。

6.他需要考虑一下如果他最后不能成为一名职业跑步运动员将会发生什么事情。

7.我想我应该被允许自己做出这个选择。

8.我对跑步是严肃认真的。

课堂导学

Step 1　情景导入

Teacher：We all have hobbies.But sometimesthese hobbies can get in the way of schoolwork，and parents might worryabout our success at school.

We often think we shouldbe allowed to practice our hobbies as much as we want.Do you agree?Now please share your ideas with yourpartners.

环节说明：以学生中存在的且比较敏感的问题为话题，激起了他们表达的欲望，激发了他们学习的积极性。

Step 2　完成教材2a-2c的任务

1.小组内讨论2a中的问题，然后在班级展示各自的观点。(5分钟)

2.读短文标题，给出自己的答案Yes或者是No，小组内统计有多少人同意你的观点，然后阅读2b中的文章，你是否会改变答案呢?(3分钟)

3.再次阅读短文，写出2c中4个问题的答案，完成后小组内交流答案。 (5分钟)

4.再次细心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。(3分钟)

5.教师点拨短文中出现的重点和难点。(3分钟)

6.熟读短文，识记并背诵知识要点。(3分钟)

7.小结训练。(5分钟)

(B)1.His parents alwaysworry about ________ at school.

A.him success　B.hissuccess C.his succeed D.himsucceed

A.he realized B.didhe realized C.did he realize D.hedid realize

A.on the way B.bythe way C.in the way D.fromthe way

A.go B.togo C.going D.goes

(B)5.Your dream won't cometrue ________ you work hard.

A.after B.unless C.while D.since

环节说明：通过本环节的学习不仅锻炼了学生的阅读能力，而且通过小结训练让学生对重要知识点进行了巩固练习。

Step 3　完成教材 2d-2e的任务

1.认真阅读课文，在文章中勾画出含有黑体词组的句子，然后用自己的观点去完成2d中的句子，完成后小组内交流讨论写的句子。(5分钟)

2.和你的搭档讨论2e中的问题。你可以用短文中的内容来支持你的观点。(5分钟)

环节说明：通过2d 环节让学生对文章有了更深刻的理解;2e环节使学生的表达能力得到了提高。

Step 4　问题探究

(　)1.Playing computer games can get________ the way of his study.

A.in B.to C.at D.into

答案选择A，根据句意“玩电脑游戏会妨碍他的学习”，get in the way of sth.意为“妨碍某事”。

(　)2.At present，many young people are serious______ computers.

A.about B.with C.for D.at

答案选择A，be serious about……意为“对……是认真的”，其后接名词、代词或动名词形式。

当堂评价

请学生们做前面课时训练部分。

九年级英语英语教案篇8

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：crispy, salty,sour,by mistake, customer, theOlympics, Canadian, divide, divide…into,basket, popularity, look up to,hero,professional

2) 能掌握以下句型：

① Potato chips were invented bymistake.

② Itis believed that thefirstbasketball game in history was played on December21, 1891.

③ Dr.Naismith divided the men inhisclass into two teams and taught them to playhis new game.

④ Atthe same time, they need tostopthe competing team from getting the ball intotheir own basket.

⑤ These stars encourage young peopletowork hard to achieve theirdreams.

2. 情感态度价值观目标：

了解世界上一些对人类有着重大意义的发明的相关信息，开阔学生的眼界，养成勤于思考，善于发现的好习惯，培养学生的创造精神。

二、教学重难点

1. 教学重点：

1) 掌握本课时出现的生词及用法。

2) 进行听力训练，提高综合听说能力。

3) 阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点

1) 听力训练

2) 阅读2b部分的短文并完成相关要求。

三、教学过程

Ⅰ. Warming up

1. Let Sswatchaninteresting picture.

2. Asksomequestionsabout them.

1. What didtheyeat?

S1: Ice cream.

2. What didthebigdog think of the ice-cream?

S2: Sweet,cool,anddelicious!

Well let’slookatsome other delicious food, please.

Ⅱ. Talking

Work on 1a

1. Tell Ssthatthewords in the box describe how food can taste. Write them underthecorrectpictures. Some pictures have more than one word.

2. Ss workwiththeirpartners and try to write some proper words under the pictures.

3. Let someSsreadtheir answers. Try to remember the new words.

Work on 1b

1. Let someSsreadthe adjective words in the box. Make sure they all know the meaningofeachword.

2. Ssdiscusswiththeir partners. Try to write the name of a different food after eachword.

Learn thenewwordstogether:

Ⅲ. Listening

Work on 1c

1. TellSstheconversation is about how the potato chips were invented. The storyisveryinteresting.

2. First, letoneSsread the sentences in 1c. Make sure they know the meaning of eachsentence.

1. Potatochipswere invented by mistake.

2. Theywereinventedin 1863.

3.Thecustomerthought the potatoes were not thin enough.

4.Thecustomer said they were not saltyenough.

5. Georgewantedtomake the customer happy.

6. Thecustomwashappy in the end.

3. Play therecordingforthe Ss. Listen for the first time. Play the recording again andjudge TorF.

Keys: T,F,T, F, F, T

4. Listenandanswerthe questions.

1.Whoinventedpotato chips?

2. Whenweretheyinvented?

3. Whatdidthe custom order at the restaurant?

4. Whatdidthe custom think of the potatochips George cooked at first?

5. HowdidGeorgecook the potatoes then?

Work on 1d

1. Let Ssreadthearticle in 1d first. Tell Ss to listen again and fill in the blankswiththeright words.

2. Playtherecordingagain for the Ss to listen and write the words.

TheHistoryof Potato Chips

Do youknowhowpotato chips were invented? Potato chips ____________ by a cookcalledGeorgeCrum. They were invented in ____.

George Crumcutthepotatoes really, really ____ and then cooked them for a long timeuntiltheywere _____. Finally he put lots of salt on them so they were ____.

Keys:wereinvented, 1853, thin, crispy,really salty

Ⅳ. Pair work

1. Workinpairs.Make a conversation about the invention of potato chips. Usetheinformation in1c and 1d.

2. Ask somepairstoact out their conversation in front of the class.

Ⅴ. Discussion

Show somepicturesofplaying basketball. Ask Ss some questions about basketball games.Discussthesport with your partner and share your ideas with the class.

e.g.

T: Doyoulikebasketball? (What’s your favorite sport?)

S1: Sure. Ilikeitvery much.

T: Doyouwatchbasketball games?

S2: Yes. Iliketowatch the NBA and CBA.

T: Do youknowthehistory of basketball game?

Ⅵ. Reading

Fast Reading

Tell Ss toreadthepassage quickly. And find the main idea of each paragraph.

Keys: 1.Themainhistory of basketball.

2. Howthebasketballwas invented by James.

3. Thepopularityofbasketball around the world.

Careful Reading

1. T: Now let’sreadthemind map in 2c. Try to understand the meaning of the map.

Ask Sstocomplete the mind map with theinformation in the passage.

Mind-mapping

Changingtheinformationyou read into a mind map may help you remember it more easily.

2. Ssreadthepassage carefully and try to fill in the mind map with theproperwords.

Development:

inventedby ______________

firstgame on ________________

becameOlympic event in ______ in the year______.

mostfamous games: _____

populargames in China: _____

Game:

playedinside on a hard _____.

____teams

get_______ into other team’s ______.

Popularity:

playedby __________________ people.

over____ countries

3. Checktheanswerswith the class.

4. Tell Sstoworkhard and add something to the mind map.

EncourageSsto try their best.

Post reading

Work on 2d

1. Now let’sworkon2d. First read the questions below. Then try to read the passage againandfindthe answers to the questions.

2. Ss readthepassageagain and try to find the answers to the questions.

1.Whoinventedbasketball and how is it played?

2. When wasthefirstbasketball game in history played?

3. WhyweretheBerlin Olympics important for basketball?

4. Whataretheprofessional basketball groups in America and China?

5. Howpopularisbasketball?

3. Let someSsreadtheir answers and correct their mistakes.

Ⅶ. Language points

1. Potatochipswereinvented by mistake.

bymistake 错误地;无意中

e.g.Somebodytook the my umbrella bymistake. 有人错拿了我的伞。

I pickedupyour bag by mistake. 我错拿了你的包。

2.Dr.Naismithdivided the men in his class into two teams…

divide v. 分开;分散

divide… into…把……分开;分散

e.g. Shedividedtheorange into quarters and each ate a piece.

她把橙子分成四份，每人吃一份。

3. Today,thepopularityof basketball has risenaround the world, with many youngpeople dreamingof becoming famous players.

1)today adv. 修饰整个句子，表示当前的一段时间，“如今;当今”。

e.g. Today,onlyafew kinds of these beautiful animals still live on the earth.

现今，这些美丽的动物只有少数几种还生活在地球上。

2) with与在意义上有主谓关系的复合结构many youngpeopledreaming of…构成短语，用作状语。

4. Basketballhasnotonly become a popular sport to play, but it has also become a popularsporttowatch.

not only…, but also… 不但……而且…… 若连接两个成分作主语，谓语动词与靠近的主语保持一致。

e.g. Notonlythe students but also theirteacher is enjoying the film.

不仅学生们在欣赏这部影片，他们的老师也在欣赏这部影片。

5. Thenumberofforeign players, including Chinese players, in the NBA has increased.

1) number表示数量。由于是单数形式，谓语动词需要与之相配，为has increased。这种主语和谓语在数上的匹配称作“主谓一致”。当主语为复数概念是，谓语动词用复数形式与之匹配;当主语为单数概念时，谓语动词则用单数形式。

e.g. Peopletherearevery friendly. people为复数概念。

The UnitedNationsisan international organization that tries to find peaceful solutionstoworldproblems. the United Nations是一个组织，为单数概念。

2) the number of…“……的数量;……的数目”。作主语时，谓语动词应用单数形式。

a number of…“若干的，一些”，修饰可数名词。作主语时，谓语动词应用复数形式。

e.g. Thenumberofpeople killed in the accident hasn’t been announced yet.

这次事故中的死亡人数尚未公布。

A numberofpeople are unhappy with thisdecision.

一些人对这项决定并不满意。

6. Manyyoungpeoplelook up to these basketball heroes and want to become like them.

lookupto 钦佩;仰慕

e.g.Theartist is looked up to for hislandscape paintings.

这名画家以风景画受人仰慕。

拓展：look词组

lookback 回头看; 回顾

lookdownupon(on) 看不起,轻视

lookforwardto 盼望，期待

lookinto 朝......看去; 调查

looklike 看上去象

look on 旁观，观望

lookout 当心，小心，留神

lookthrough 浏览;透过......看

look up 查阅; 抬头看

Ⅷ. Discussion

Work on 2e

1. Ask Sswhattheythink of famous basketball players. Make a list of good anddifficultthingsabout being a basketball player.

2. Ss workingroups.Discuss them with their partners and make a list.

3. Letsomegroupsread their lists.

Homework

Write ashortpassageabout the development of basketball.

九年级英语英语教案篇9

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.

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