新目标英语九年级第五单元第1-7课时教案新目标九年级U5-1st Unit 5 It must belong to Carla. Ⅰ. Analysis of the Teaching Material Status and Function The topic of this unit is a picnic, In this unit, students learn to make inferences. Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence. (1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences. (2)In the second period, students learn the exact meanings of the words must, might, could and can’t. Meanwhile, students practice listening and writing the target language. (3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills. (4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man. In this class, students have a better understanding of the words must, might, could and can’t. (5) In the fifth (6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class. 2. Teaching Aims and Demands (1) Knowledge Objects In this unit, students learn to make inferences using the words must, might, could and can’t. (2) Ability Objects To train students’ listening, speaking, reading and writing skills. To train students’ ability to deduce. (3) Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. We’ll benefit a lot by learning proverbs. 3. Teaching Key Points To learn the key vocabulary words and the target language. To learn to make inferences using the words must, might, could and can’t. 4. Teaching Difficult Points To train students’ listening, speaking, reading and writing skills. To enable students to grasp the usage of must, might, could and can’t. 5. Studying Way Teach students how to make inferences using must, might, could and can’t. Ⅱ. Language Function Make inferences Ⅲ. Target Language Whose volleyball is this? It must be Carla’s. She loves volleyball. It could be Ted’s. Ⅳ. Structure must, might, could and can’t Ⅴ. Vocabulary picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage Ⅵ. Recycling suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious Ⅶ. Learning Strategies Ⅷ. Teaching Time The First Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary belong, belong to, plate, author, toy, picnic (2)Target Language Whose book is this? It must be Mary’s. Wanda Wilbur is her favourite author. 2. Ability Objects 3. Moral Objects When you are on a picnic, remember to bring litter back to keep our environment clean and tidy. Ⅱ. Teaching Key Points 1. Key vocabulary 2. Target language Ⅲ.Teaching Difficult Points 1. Listen for the target language 2. Oral practice using the target language Ⅳ.Teaching Methods 1. Scene teaching method 2. Listening method 3. Pairwork Ⅴ.Teaching Aids 1. Blackboard drawings 2. A tape recorder 3. A projector Ⅵ.Teaching Procedures Step I Revision Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook. Step Ⅱ 1a This activity introduces the key vocabulary. Write the key vocabulary words on the blackboard. belong v. belong to plate n. author n. toy n. picnic n. Say the words one by one and have students repeat several times until they can read them fluently and accurately. Ask different students to explain in their own words the meanings of the words belong to, author and picnic. Belong means to be owned by somebody. An author is a writer of a book or a play. A picnic is a meal eaten out of doors. Then invite two students to draw a plate next to the word plate and a toy car next to toy. Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads. Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have. Show the correct answers on the screen by a projector.
Step Ⅲ lb This activity gives students practice in understanding the target langugage in spoken conversation. Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons. Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column. Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column. Play the recording the first time. Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason. Check the answers. Answers Jane’s little brother—toy car—He was the only little kid at the picnic. Mary—book—Wanda Wilbur is her favourite author. Carla—volleyball—She loves volleyball. Deng Wen—magazine—He loves cats. Grace—CD—She always listens to classical music. Step Ⅳ 1c This activity provides oral practice using the target language. Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles. SA: Whose volleyball is this? SB: It must be Carla’s. She loves volleyball. Point out the conversation in the box. Invite another pair of students to say it to the class. SA : Whose book is this? SB: It must be Mary’s. Wanda Wilbur is her favourite author. Write the conversation on the blackboard. Point out the chart in Activity 1b. Say. Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed. After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class. Step Ⅴ Summary Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language. Step Ⅵ Homework Step Ⅶ Blackboard Design
新目标九年级U5-2nd The Second Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary (2)Target Language 2. Ability Objects 3. Moral Object Use your mind, then make inferences correctly. Ⅱ. Teaching Key Points 1. Listening and writing practice using the target language. 2. Make inferences using the target language. Ⅲ. Teaching Difficult Point Make inferences using the target language. Ⅳ. Teaching Methods 1. Practice method 2. A game Ⅴ. Teaching Aids 1. A tape recorder 2. Real objects Ⅵ. Teaching Procedures Step I Revision Revise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason. Step Ⅱ 2a This activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number. Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. Students write the correct words in each blank. Check the answers. Answers Step Ⅲ 2b This activity provides listening and writing practice using the target language. Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line. Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer. Play the recording. Students listen and fill in the blanks. Check the answers. Answers 1. The person must go to our school. 2. The person can’t be a boy. 3. It could be Mei’s hair band. 4. The hair band might belong to Linda. 5. It must be Linda’s backpack. Point to the box that contains the explanations of how to use the words must, might, could and can’t. Read the explanations to the class. Use "must" to show that you think something is probably true. Use "might" or "could" to show that you think something is possibly true. Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much. Step Ⅵ 2c This activity provides writing practice using vocabulary introduced in the unit. Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming’s. It was on her desk). Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed. Check the answers. Answers Step Ⅴ Grammar Focus Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard. SA: Whose notebook is this? SB: It must be Ning’s. It has her name on it. SA: Whose French book is this? SB: It could be Ali’s. She studies French. SA: Whose guitar is this? SB: It might belong to Alice. She plays the guitar. SA: Whose T-shirt is this? SB: It can’t be John’s. It’s much too small for him. Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard. Ask students, what does it mean when you say something must be true? How sure are you that it is true? 100 percent? 50 percent? 10 percent? When a student answers 100 percent, write it next to the word must on the blackboard. Repeat the process with the words might, could and can’t. Optional activity Ask all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students. Play the game like this: T: (Holding up a pen) Whose pen is this? S1:It could be Li Lei’s. T: Li Lei, is this your pen? L: No, it isn’t. T: It can’t be Li Lei’s. He says it’s not his. S2:It might be Wu Jun’s. T: Wu Jun, is this your pen? W: Yes, it is. T: He says it’s his. The pen must be Wu Jun’s. (Holding up a notebook)Whose notebook is this? S3: It must be Li Na’s. I gave it to her as a birthday present. Repeat the process with the other items. Step Ⅵ Summary Say, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t. Step Ⅶ Homework Make two sentences each using the words must, could, might and can’t. Step Ⅷ Blackboard Design
新目标九年级U5-3rd The Third Period I. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University (2) Target Language 2. Ability Objects Ⅱ. Teaching Key Points 1.Reading practice 2.Oral practice using the target language Ⅲ. Teaching Difficult Points 1. Key vocabulary 2. Target language Ⅳ. Teaching Methods 1. Practice method 2. Pairwork 3. A game Ⅴ. Teaching Aid The blackboard Ⅵ. Teaching Procedures Step I Revision Revise the usage of the words must, might, could and can’t by checking homework. Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class. Step Ⅱ 3a This activity provides reading practice using the target language. Call students’ attention to the picture. Ask students to tell what’s happening in the picture. T: What’s the girl doing? Ss: She is using the computer to write e-mail. Point to the parts of the e-mail message. Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know. Don’t worry too much about them. Just circle them. We’ll talk about what they mean later. Get students to complete the task on their own. Point out the sample answer. Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack. Check the answers. Answers The notes should be numbered in this order: 5,2,4,3,1 circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop Step Ⅲ 3b This activity provides oral practice using the target language. Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class. SA: What do you think "anxious" mean? SB: Well, it can’t mean "happy". SA: It might mean "worried". SB: Oh, yes. She is worried because of her test. Write the conversation on the blackboard. Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample. Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard. drop v. symphony n. opotometrist n. appointment n. algebra n. crucial adj. count v. because of Practice the pronunciation of these words and explain the meaning of each word. Optional activity Have students write the new words in Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example: xosainu cuilarc aegarbl Step Ⅳ Part 4 This activity provides oral practice using the target language. Call students’ attention to the picture. Get students to name each item in it. Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class. SA: Here are some earrings. The owner can’t be a boy. SB: Well, it could be a boy. The earrings might be a present for his mother. Write the conversation on the black board. Explain the meaning of each sentence. Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer. Read the instructions to the class. Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with. Ask some pairs to say their conversations to the class. Note: Answers to the chart will vary. Step Ⅴ Summary Say, In this class, we’ve learned some vocabulary words, such as drop, symphony. And we’ve done much oral practice using the target language. Step Ⅵ Homework StepⅦ Blackboard Design
新目标九年级U5-4th The Fourth Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects 2. Ability Objects 3. Moral Object The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future. Ⅱ. Teaching Key Points 1. Listening practice 2. Writing practice Ⅲ. Teaching Difficult Points 1. Write a sentence about each picture. 2. Write two or three sentences to finish the story. 3. Listen and complete the sentences. Ⅳ. Teaching Methods 1. Listening method 2. Writing method 3. Pairwork Ⅴ. Teaching Aids 1. A tape recorder 2. A projector Ⅵ. Teaching Procedures Step Ⅰ Revision StepⅡ Part l This activity provides writing practice using the target language. Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words. Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed. Check the answers on the blackboard. Answers Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures. Check the answers. Answers The pictures should be numbered in this order: 2,3,1 Tapescript Man: Hey, look at the man running down the street. I wonder what’s happening. Woman: He could be running for exercise. Man: But he’s wearing a suit. Woman: Well, he might be late for work. Man: He looks kind of scared. Woman: Oh, no! What’s that? Man: Where? Woman: There’s something in the sky. Man: It could be a helicopter. Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO. Man: A UFO? What’s going on? Woman: Look, now the UFO is landing… Man: And there’s a strange creature getting out. It must be an alien. Woman: And the alien is chasing the man! I must be dreaming. Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that? Woman: Where? Man: Over there. Woman: It’s a woman with a camera. Man: She could be from the TV news. Woman: No, look at all those other people. They are actors. Oh! They must be making a movie. Encourage students to write two or three sentences to finish the story. Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model. A sample version Man: That’s right. It must be interesting. Why not go and see how they are making a movie? Woman: Good idea! Step Ⅳ 2b This activity gives students practice listening to and writing the target language. Point to the chart with sentence starters They see … The man says… and The woman says…Say, You are to listen to the same recording again. And complete each sentence. Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students. Play the recording once or twice, using the Pause button as necessary. Show the answers on the screen by a projector so that students can check the spelling and other details of their answers.
Step Ⅴ 2c This activity provides oral practice using the target language. Point out the sample conversation in the box. Invite a pair of students to read it to the class. SA: Why do you think the man is running? SB: He could be running for exercise. SA: No, he’s wearing a suit. He might be running to catch a bus. Write it on the blackboard. Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b. Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class. Step Ⅵ Summary Say, In this class, we’ve mainly done much listening and writing practice using the target language. Step Ⅶ Homework Ask students to collect pictures of different kinds and then talk about them using must, could, might and can’t. Step Ⅷ Blackboard Design
新目标九年级U5-5th The Fifth Period Ⅰ.Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary Yellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy (2) Practice reading articles. (3) Practise writing an article. 2. Ability Objects (1) Train the students’ reading skill. (2) Train the students’ writing skill. (3) Train the students’ speaking skill. 3. Moral Object If you know where there is a good movie/band, tell your friend and go to enjoy it. Ⅱ. Teaching Key Points 1. Key Vocabulary. 2. The main ideas of the three short articles. 3. Write a review. Ⅲ. Teaching Difficult Point Write a review of a book Ⅳ. Teaching Methods 1. Teaching by illumination and asking questions 2. Groupwork Ⅴ. Teaching Aid A projector Ⅵ. Teaching procedures Step Ⅰ Revision (1) Revise the contents of last class by asking some questions. (2) Check homework by asking several students to read their articles to the class. Ask the other students to help them with the mistakes. Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes. Move around the classroom and offer as much help as possible. Step Ⅱ 3a This activity provides reading practice using the target language. Show the key vocabulary on the screen by a projector.
Read the words and have the students repeat again and again till they can pronounce the words fluently and correctly. Ask the students to turn to page 48, look at Activity 3a on this page. Say, We can see there are three passages in this activity. They are three reviews about a movie, an exhibition and a band. Let's see the first one now. It is about a movie that is named Yellow River Fishermen. What does the reviewer think of the movie? Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers. After about one minute, get all the children stop reading and ask who has got the answers. Choose three children who have put their hands up to show they know the answers to the three questions. Help them to get the proper answers. Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details. Let them read a little longer this time, around three minutes. Then ask the following questions orally and ask different students to reply, providing some help as necessary. 1: Is Yellow River Fishermen Hung Tao’s latest movie? 2: Does the reviewer like Hung Tao? 3: What has Hung Tao done over the years? 4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao? 5: What does the reviewer suggest you doing if you are looking for entertainment? 6: Why does the reviewer think it is the worst movie of Hung Tao? 7: What good feature does the movie have? Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb./sth., very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family. And tell the children the plural form of wife is wives. Now read the instructions to the students. Ask them which sentences we should circle and which ones we should underline. Check the answers with the students. Teach the other two reviews with the same way. Answers Yellow River Fisherman Circled: He’s made some great movies. The fisherman’s wife was really funny. Underlined: Yellow River Fisherman is too long and it’s really boring. Amy Kim, Photography Circled: Her best loved photos are on display in this exhibition… has something for everyone…many great photos of people and of the countryside. Underlined: The few city photographs are less successful. Wild and Windy Circled: The band has lots of energy…they play the kind of music that I love to hear…these are musicians who make us happy. Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good. Notes Step Ⅳ 3b This activity provides reading and writing practice using the target language. Read the instructions to the children first. Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity. Look at the chart now. We see two new words in the boxes, pros and cons. Pro means in favor of and con means against. We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences. Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a. Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed. Check the answers by asking several students to read their answers to the class. If someone did wrong, let the other students correct his or her answers. Writing the answers on the blackboard as the students read makes it easy for the whole class to check the answers. Say, let’s review the task. What can we find out? Yes, right, we have got the similar answers with those in Activity 3a. Answers Pros Movie: The fisherman’s wife was funny. Exhibition: There are many great photos of people and of the countryside. Band: They play the kind of music that I love to hear. Cons It’s too long and it’s really boring. The few city photographs are less successful. Every song is really loud and often you can’t understand the words. Step Ⅴ 3c This activity provides writing practice using the target language. Read the instructions to the students. Say, Decide what review you will write first, a review of a book, a CD or a movie? Write down the name first. Note to use the capital letters. Let them think it over for a while and ask some ones the names of their articles. Next write a list of questions you plan to answer in your review. e. g. Who wrote the book/made the movie/sang the songs? What kind of people the writer/director/singer is? What do I think of the writer/director/singer? What do I think of the book/movie/songs/What do I like and dislike? What suggestions will I give the readers? etc. These questions will help you to write your passage well. And you can look back at the questions in Activity 3a, Section A, before you begin writing. Use the three reviews as models. As the students are writing the list, move around the classroom to direct them. After they have finished writing the questions, tell them to begin writing. Continue moving around and always offering help when they need. Ask several to read their passages to the class after they all have finished. Get the others to help correct the mistakes while they are reading. Let them exchange their reviews with their partners. Help each other with the errors. Step Ⅵ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Talk about what is happening in our city next Monday. Ask a question like, What will happen in our city next Monday? Let the students tell the event which is happening, such as, A VIP will visit our city and a new movie will be on show. Tell them to write the sentences in the boxes below Monday. Ask the students to work in groups of four to complete the work. Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc. Tell them to fill in the boxes, using the phrases with relative clause. For example, a football match which is between Dalian Football Team and our City Team. If they don’t know what will happen, they can invent events they would like to go to. Ask some groups to share the events with the class. Then have the students discuss in groups of four again. Let them discuss what they would prefer to do together this time. Help them to express preferences with the target language. For example: SA: What would you prefer/like/love to do together? SB: Let’s go to see the new movie that was directed by Zhang Yimou. SC :Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening. We can have a great weekend together. SD: No, we’d better go to… After the discussion, let some groups report the results to the class. Help them to use sentences with relative clause in their reports. Help them to say in correct sentences. They may say like this: Our group would like to watch :the fashion show that Chen Juanhong will perform on Friday evening. And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon. Sample answer Monday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture. Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in. etc.＇ Step Ⅶ Summary In this class, we’ve read three reviews and done some writing. We’ve also learned some new words. Step Ⅷ Homework Step Ⅸ Blackboard Design
新目标九年级U5-6th The Sixth Period I. Teaching Aims and Demands Knowledge Objects (1) Key Vocabulary (2)Use the following words properly (3)How to answer an email to a pen pal. Ability Objects (1)Train the students to use the verbs well. (2)Train the students’ writing skill. 3. Moral Object Do you have any pen pal on the Internet? If not, try to make one. Ⅱ. Teaching Key Points 1. Help the students have a self check to see if they can use the target language of this unit well. 2. The verbs: remind, can’t stand, look for, prefer, love 3. Answer an email Ⅲ. Teaching Difficult Points 1. Make up sentences with mind, can’t stand, look for, prefer, love. 2. Reply the email. Ⅳ. Teaching Methods 1. Teaching by making sentences. 2. Teaching by asking questions. Ⅴ. Teaching Aid Just the blackboard Ⅵ. Teaching Procedures Step Ⅰ Revision (1) Check the homework. First let the students show their rewritten reviews to see if they have finished it. Second, dictate these words: entertainment, feature, wife, photography, exhibition, suggest, energy. (2) Revise the three reviews in Activity 3a by asking some questions. (3) Let the children read the three reviews aloud. After a while, ask several to read them to the class. Correct any pronunciation errors if necessary. After that let them read the passages by themselves again. Step Ⅱ Part 1 This activity provides a comprehension review of vocabulary presented in this 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 read a sentence, filling in the blanks. The rest of the students check their work. Answers 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 Step Ⅲ Part 2 This activity provides reading and writing practice using the target language. Read the instructions to the students. Ask, what is the subject of this email? Whom is it from? and Who wrote the email? Ask three students to answer the questions. Please read the email silently now. Try to tell me what Lingling wants to know about you/her pen pal after reading it. Pick out the questions that Lingling asks in her email. Then let the students read the email for a while. After all of them have finished reading, ask someone to tell me what Lingling wants to know about her pen pal. Write the questions that Lingling asks in the email on the blackboard: After that ask some questions about lingling to see if they understood the email. ect. Ask as many questions as possible if time permits. Try to make it clear what the students couldn’t understand about the email by asking them to answer the questions, and give them some explanation where necessary, especially the new vocabulary. Teach the new vocabulary by giving example sentences and asking the children to make up more sentences with them. For example, teach honest like this: Honest is used to describe someone who doesn’t lie. For example, Amy is an honest girl. (Tell the students to use an before honest.)We should be honest. Who can make up more sentences with honest now? Let a few students say their sentences out to the class. Do the same with the other new words. Ask one student to read the email. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class. Ask all the students to read the email aloud once. Next tell the students to write the reply to Lingling. Say, you are Lingling’s pen pal now. Please write a reply to Lingling now. Look at the questions on the blackboard. Your email should include all the answers of the five questions. Write in the form of a letter. Ask students to complete the work on their own. After they all have finished the letter, ask a few students to read their replies to the class. Answers will vary, but note to check if they include details of about the same length as the email they are replying to. Step Ⅳ Just for Fun! This activity provides reading and speaking practice with the target language. Ask all the students to read the sentence in the picture together. Then ask them what is funny about this cartoon. Help them to answer, we usually think of people, not dogs, singing along with a band. Step Ⅴ Summary Say, In this class, we’ve received some vocabulary words presented in this unit. And we’ve also made up sentences using these words. Another thing we’ve done is that we have written a reply email. Step Ⅵ Homework (1) Review all the language points in this unit. (2) Finish off the exercises on pages 234 25 of the workbook. Step Ⅶ Blackboard Design
新目标九年级U5-7th Reading: Eat well and exercise The Seventh Period Ⅰ. Teaching Aims and Demands 1. Knowledge Objects Key Vocabulary 2. Ability Objects 3. Moral Object 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. Train students’ writing skill. Ⅳ. Teaching Methods Up-down reading method Pairwork. 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.
Say the words and have the students repeat several times until they can pronounce them fluently and accurately Step Ⅱ Part 1 This activity allows students to activate their background knowledge before attempting the reading. Read the title to the students first and ask them to predict what they think the article is about based on the title. Say, Look at the two pictures on this page. Try to say something about them to tell what is happening. Then ask two students to describe the pictures to the class. Correct the sentences if they’ve made some mistakes. Read the instructions for Activity I to the students. Be sure they know what to do. Go over the five questions with them and choose five students to answer them individually. Then ask them to work in pairs, discussing the five questions. The answers will vary. Tell them not to look at the reading and give the answers by themselves before they begin. As students work, walk around the classroom, listen to them and offer any help they may need. When all the pairs finish discussing, ask one or two pairs to ask and answer the questions. The others listen to them to see if they’ve made any mistakes and help them to correct their sentences. Suggested answers 1. Yes, always 2. I sleep 8 hours each night. 3. Yes, I do. Every day. 4. It makes me feel healthy. 5. Every morning. Step Ⅲ Part 2 This activity encourages students to quickly read for details. Draw students’ attention to the instructions and read the instructions to them. Tell them. You are asked to read the passage quickly and make it clear—what healthy food and junk food are. Say, Look at the chart in Activity 2,let’s see the examples first. Are you sure what you will do? Yes, read the text quickly and find out the answers to the chart. Let them read and fill in the forms. After they’ve all finished, have them discuss the lists with their partners, and cheek the answers with each other. Encourage students to report their answers with complete sentences. Ask one to report to the class. For example, One healthy food is fresh fruits. Answers Healthy
food eggs fresh
fruits vegetables fish milk juice Step Ⅳ Part 3 This activity encourages students to use he strategy of reading in context. Say, we can see there are some words indicated in bold in the article. Let’s guess the meanings of them first. Then ask several ones to guess the meanings of the bold words, but just guess, don’t give them the correct answers. Say, Do you know how you can be happy? Read the article and you’ll know that. Please begin reading it now. Try to guess the meanings of the bold words in context. Have them to read the article to get the answer and try to get the meanings of the words in bold at the same time. Tell them to try to get the meanings in context this time. After they’ve all finished reading the passage once, ask the question, How can you be happy? The students may answer, It’s easy. Stop eating junk food, get more sleep, and exercise three times a week. Start today. First let the students match the words to meanings individually. Then check for answers to ensure that students understand the task. At last, let the children make sentences with the words and expressions. If they feel it hard to do, try to find the sentences with the words in the article and make similar ones by themselves. Work in pairs. Ask several students to read their sentences to the class. Correct any mistakes as necessary. Answers Junk food d; not have the energy a, national c; spoil b, especially f; catch up e Step Ⅴ Part 4 This activity helps students read for specific information. Read the instructions to the students. Ask the first question as a sample and ask one to answer it. Have the students read the article again and get the answers to the five questions by themselves. Check the answers by asking different students to answer the questions. Answers may vary slightly. Say, You should try to remember the answers before looking at the reading. Then let them ask and answer the questions in pairs. Sample answers 1. Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents. 2. Two problems with being overweight are becoming unhappy and tired. 3. Every night, children need enough sleep. 4. It’s often easier to eat junk food because you don’t have to cook it. 5. Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week. Step Ⅵ 5a This activity helps students apply what they have read to their own situation. Read the task with the students. Draw the students’ attention to the chart with the headlines Exercises. Healthy food and Junk food. Ask, Have you done any exercise in the last three days? What exercise have you done? Get one of the students to answer the questions. Tell them exercise can be as simple as going for a long walk. Students ask similar questions on all the three headlines in pairs. And fill in the forms with their own answers. Ask several children to report the answers to the class. After that ask them if they think about eating less junk food and getting more exercise. Sample answers Exercise going for a long walk playing tennis climbing a hill Healthy food eggs vegetables fish Junk food bread potato chips chocolate Step Ⅶ 5b This activity helps students work in a group and think activity about what they have read. Read the task to the students. Make sure they can understand the instructions. Let them discuss in fours. After a while, ask them about the results to check the answers. Ask each group to vote on the healthiest student and let that student explain why he or she is so healthy to the class. Step Ⅷ Summary Say, We know much about how to keep healthy from the article. Let’s do as it from today. Step Ⅸ Homework Read the article in Activity 2 again for further comprehension. Step Ⅹ Blackboard Design
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