九年级英语教案(上).pdf
Unit 1 How do you study for a test?Teaching goals:语言知识目标：1.学会用by短语表达学习方法。2.Vocabulary:flashcard,takenotes frustrating,memorize,aloud,comma,makemistakes pronunciation,be afraid of,Why dont you.?3.Pattern:How do you study for a test?Well.1 study by working with my classmates.Have you ever studied with a group?Yes,I have.Fve learned a lot that way.语言技能：学生能与同学们交流和讨论学习方法。学习策略：使学生能根据自己的实际采用适当的学习方法，并形成个性化的学习。文化意识：了解英美国家学生学习的主要方法。情感态度：形成相互交流相互促进的学习氛围。Important and difflcult points:1.Functions:Talk about how to study.2.Structures:Verb+by with gerund.Teaching aids:tape and tape recorder,some flashcards.Period 1Teaching contents:SectionA la,lb,1c,2a,2b,2c.Teaching procedures:Step 1 Leading in1.Greetings.2.Ask some students about their summer holidayStep 2 Pre-taskSB Page 2,la.1.Ask several students to tell you how they study for a test.Writetheir answers on the blackboard.2.Call some volunteers to read the phrases on Page 2.Explainsomething about the structures“verb+by with gerund3.Read the phrases,students repeat.Step 3 While-taskSB Page 2,lb.Read the instructions to the students and make sure students knowwhat to do.Then play recording and check the answers.SB Page 2,1c.1.First students work in pairs to talk about the picture.2.Then ask several pairs to present their dialogues.SB Page 3,2a&2b.1.Read the instructions to students and ask some volunteers to readafter you if necessary.2.Play the recording,students finish the work.Check the answers.3.Ask some students to read the questions and answers in pairs.Step 4 Post-task1.In pairs,students talk about how to study for several minutes.2.Ask some students how they study individually.3.SB Page 3,2c.Get students work in pairs.Ask a few pairs topresent their conversations.Step 5 Grammar FocusRead the questions and answers in the grammar box.Studentsrepeat.Explain something about them if it is necessary.Step 6 Homework1.1 study English （看英语杂志）.2.1 study English （记流行歌曲歌词）.3.1 study English （加入英语俱乐部）.4.you,learn,by,do,English,aloud,reading5.cant,new,words,lots of,I,memorize.Period 2Teaching contents:Section A 3a,3b,4,Section B la,lb,1c,2a,2b,2c.Teaching procedures:Step 1 RevisionAsk some students how they study English,get them to answerindividually.Step 2 ReadingSB Page 4,3a.1.First,ask one volunteer to read the article aloud to the class.2.Have students read through the passage one or two times andcomplete the chart on their own.3.Correct the answers.Step 3 PairworkSB Page 4,3b.1.Read the instructions to the class and ask a pair of students topractice the sample conversation.2.Then in pairs,have students make their own conversationaccording to activity 3a.3.Ask some pairs to present their conversations.SB Page 4,Part 4.1.Ask students to check what they do to learn English in thechart.Then get them to work in pairs to interview their partner.2.Call some pairs to act out their dialogues in front of the class.Step 4 PracticeSB Page 5,la&lb.1.Ask one student to read the sentences to the class.2.Then have students check the statements which are true for themand ask them to add some other different things.3.Ask several students to write their lists on the blackboard anddiscuss them with the whole class.Step 5 ListeningSB Page 5,2a&2b.1.Ask two students to read the challenges and solutions.Ifnecessary,have students repeat after you.2.Play the recording two or three times Jet students listen and finishthe work.3.Ask one student to have his/her answers with the class.4.Correct the answers.Step 6 PairworkSB Page 5,2c.In pairs,students role play conversations using the information fromactivity 2a and 2b.Then ask some pairs to present their dialogue tothe class.Step 7 HomeworkWrite an article to introduce how you study English.Period 3Teaching contents:Section B 3a,3b,3c,4,selfcheck.Teaching procedures:Step 1 Revision1.Greetings.2.Check the homework.Step 2 ReadingSB Page 6,3a.1.Read the instructions and make sure students know what to do.2.Give students several minutes to read the article and finish thetask.3.After students finished,ask one student to write his/her answerson the blackboard.4.Correct the answers.5.Ask one volunteer to read the article aloud to the class,offerassistance if necessary.Step 3 WritingSB Page 6,3b.First,have students finish the letter on their own,while they areworking,walk around and give them some help.Then ask twostudents to read their letter aloud to the class.Finally answer somequestions the students may have.Step 4 InterviewSB Page 6,Part 4.1.Read the instructions and explain how to Hnish this task.2.Divide the class into groups of four.In each group,each studenttakes turn interviewing the other students and take notes.3.Ask some groups to tell the class about their answers.Step 5 SelfcheckSB Page 7,Part 1.1.Students finish it on their own first,then check the answers withthe whole class.2.Ask some students to make their own sentences with these wordsorally.SB Page 7,Part 2.1.First,read the instructions and explain something in the notes.2.Ask students to write an article.3.Ask someone to read his article to the class.Step 6 HomeworkSB Page 6,3c.Have students finish the article as their homework.Period 4Teaching contents:Reading:How do you deal with our problems?Teaching procedures:Step 1 Leading inAsk students to thing of some reading strategies they have learnedbefore,and write down them on the blackboard.Step 2 Pre-taskSB Page 8,Section 1.1.Let students think of some problems they have had recently.Thenin pairs,tell their partner how they dealt with them.2.In pairs,get students to look up the words in activity lb.Step 3 While-taskSB Page 8,Section 2.1.Explain something about the learning strategy.2.Let the students scan the passage for main idea.3.Explain some phrases:deal withtry ones best to do sthbe angry withIfs our duty to do sthcomplain aboutcompare.tochange.into.think aboutLefs not worry about our problems Jets face the challengesinstead.4.Let students read the passage again,this time read carefully.5.Ask some comprehension questions about the passage.Step 4 Post-taskSB Page 9,Section 3.1.3a.Students Hnish it first,then check the answers with the wholeclass.2.3b.Help students to finish the work.3.3c.First let students do it on their own,then check the answers.Step 5 HomeworkSB Page 9,Section 4.1.First discuss it with the whole class,then get the students to writea short passage about the ways of dealing with problems.2.Have them write it on their exercise books.教学后记这是本学期的第一节课，学生积极参与整个教学过程。课堂上气氛异常活跃，教学重难点得到了突出，练习、作业完成良好。但是由于学生的基础太差，学生的学习效果并不是很理想。以后我的工作是相当艰巨的。Unit 2 I used to be afraid of the dark.1.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit,students learn to talk about how they havechanged.To make students learn and grasp the structure used to,including statements and yes/no questions and short answers.(2)Ability ObjectsTo train students9 listening,speaking,reading and writingskills.To train students9 integrating skills.(3)Moral ObjectTo enable students to know that everyone surely changes.Ifyou are afraid of speaking in front of the class,encourageyourself not to be shy.More practice,and youll feel moreconfident.2.Teaching Key PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.3.Teaching Difficult PointsTo improve students9 listening,speaking,reading and writingskills.To enable students to grasp the usage of the structure usedto.5.Studying WayTeach students how to use the structure used to to comparethe past with now.II.Language FunctionTalk about what you used to be like.III.Target Language1.Mario used to be short.Yes,he did.Now hes tall.2.1 used to eat candy all the time.Did you?Yes,I did.And I used to chew gum a lot.IV.Structures1.Used to2.Conjunction butV.Vocabularyused to,dark,spider,insectVI.Recyclingalone,quiet,snake,outgoing,friendly,serious,funny,tall,shy,short,straight,long hairVII.Learning Strategies1.Brainstorming2.ComparingVUI.Teaching TimeThe First PeriodStep I Revision(1)Check the homework exercises.(2)Ask some individual students their ways of learningEnglish.T:How do you learn English,A?SA：I learn English by listening to cassettes.T:What about you,B?SB：I study with a group.T:Do you learn English by practicing conversations withfriends,C?Sc：Yes,I do.I think it helps.T:.Step II 1aThe activity introduces tile key vocabulary.Call students)attention to the chart with the headlines Appearance andPersonality.Say,You are to fill in the chart with words describing people.The words under Appearance will describe how people lookand the words under Personality will describe what people arelike.Ask two students to say the sample answers.Then elicitone answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read theirlists to the class.Make sure that all the students understand what each wordmeans.Note:Answers will vary from the sample answers below.Sample answersAppearance:tall,straight hair,long hair,short hair,curly hair,short,fat,thin,slim,good-looking,prettyPersonality:outgoing,funny,quiet,kind,warm-hearted,friendly,shy,easygoingStep III 1bThe activity gives students practice in understanding thetarget language in spoken conversation.Write two dates side by side on the blackboard.The first istoday5s date,including the year,and the second is the sameday,but ten years ago.Ask a student to stand up.Use words or phrases to describethat student now.Ask students to suggest words Or phrasesthat describe him/her ten years ago.T:Liu Chang is tall now.Was she tall ten years ago?Si：No,she was short.T:She has long hair.Did she have long hair ten years ago?S2：No,she has short hair.(You may wish to ask Liu Chang toanswer the question)T:.Ask some more questions and add more examples to bothcolumns.Ensure that the blackboard ends up like this:Sep.10,2004 Sep.10,1994Tall shortlong hairshort hairSay,we use used to to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short,but she is tall now.She used to have short hair,but she has long hair now.Read the instructions to the class.Point out the sample answer.Say,You will hear someone inthe recording say that Mario used to be short.Listen and fill inthe other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again.This time,students listen and fill inthe blanks.Check the answers.AnswersMario used to be short.He used to wear qlasses.Amy used to be tall.She used to have short hair.Tina used to have red and curlv hair.TapescriptConversation 1Boy 1:Mario,is that you?Boy 2:Yeah it is.Ifs Bob!Hey,guys,it5s Bob!I havent seenyou in four years!Boy 1:Yeah.Tm here with my parents.Weve visiting for a couple of days.Wow,Mario,you lookdifferent!You used to be short,didnt you?Boy 2:Yes,I did.NOW Im tall.And so are you!Boy 1 :Thafs true.And you used to wear glasses.Boy 2:You have a great memory.Now I wear contact lenses!Conversation 2Boy 1:Hey.Amy,ifs great to see you.Gird:Hi,Bob.How are you?Boy 1:Fine.Wow,youve changed!GirH:Really?How?Boy 1:Well,you used to have short hair.Girl 1:You remember that?Yes,I did.Boy 1:And you used to be really tall!Girl I:Not any more.Youre taller than me now,Bob.Conversation 3Girl 2:Hiya,Bob.Boy 1:Hi,Tina.You5ve changed too.Girl 2:Oh,yeah?Boy 1:You have blond hair!Girl 2:Yeah,it used to be red,didnt it?Boy 1:And its straight!Girl 2:It used to be curly.Step IV 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students9 attention to the conversation in the box.Invite apair of students to read it to the class.SA：Mario used to be short.SB：Yes,he did.Now he is tall.Write it on the blackboard.Then demonstrate a newconversation with another student.T:Mario used to wear glasses.Sc:Yes,he did.Now he wears contact lenses.Say,look at the picture in Activity 1b.Have a conversation with a partner about people in the picture.Talk about how the People look now and how they used tolook.As students work,listen in on various pairs checking progressand helping with pronunciation as needed.After students have had a chance to practice severalexchanges,ask pairs to come the front of the room and act outtheir conversations.Step V SummarySay,In this class,weve learned the key vocabulary wordsused to and dark.And weve also learned the target languageMario used to be short.Yes,he did.Now hes tallStep VI HomeworkTake out the pictures of people cut out from magazines ornewspapers.Hand them out to students.Ifs better to findcolorful,full-length photos.Ask students to write about theperson in the picture as they are now and as they were tenyears ago.Students may collect pictures and information ofthe person they like best.Then write a passage about the person.Step V H Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe First Period1.The structure:used toSep.10,2004 Sep.10,1994tall shortlong hair short hairLiu Chang used to be short,but she istall now.She used to have short hair,but shehas long hair now.2.Target language:A:Mario used to be short.B:Yes,he did.Now he5s tallThe Third PeriodStep I RevisionCheck homework.Ask different students to read their reportsabout his favorite film star or a scientist.Then collect theirwritings and write comments on each paper before returningthem,Display some better ones in the classroom.Show a students work on the screen by a projector.Helphim/her correct any errors.Stephen Hawking wasin Oxford,England inAs a student,he didntuse to work hard.Heto bea lazy student and do verylittle work.At the age of20,he got an incurable illness.At first,he used to be very depressed.But he didnt lose heart.He went on todo some of the most importantscientific research after coming out ofhospital.Now he works at CambridgeUniversity as a professor.Step II 3aThis activity provides reading and writing practice using thetarget language.Point to the pictures and ask students to tell what ishappening.Si：ln Picture 1,the person is afraid of the dark.S2：ln Picture 2,the person is afraid of flying in an airplane.S3:ln Picture 3,the person is afraid of high places.Draw students9 attention to the chart.Read each of the four headlines and the list of items in the firstcolumn to the class.Demonstrate how to fill in the chart with a good student orally.T:Did you use to be afraid of the dark?S:Yes.I was afraid to walk home when it was dark.T:Are you still afraid of the dark?S:No,Tm not.Tell students where to put a check in the chart.Ask students to complete the I column of the chart on theirown by checking the items that they used to be afraid of andthat they are still afraid of.Check the answers.Note:Answers will vary,Ask different students to reporthis/her answers like this:S:l used to be afraid of the dark and high places.But now Imafraid of neither.Step IH 3bThis activity provides oral practice using the target language.Focus attention on the conversation.Ask a pair of students toread it to the class.Write
