新目标英语九年级Unitnbsp;2全模块教案.doc

新目标英语九年级Unitnbsp;2全模块教案(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.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 with friends, C?SC: Yes, I do. I think it helps.T:Step 1aThe activity introduces tile key vocabulary. Call students attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class.Make sure that all the students understand what each word means.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 1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The first is todays date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago.T: Liu Chang is tall now. Was she tall ten years ago?S1: 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 to answer the question)T: Ask some more questions and add more examples to both columns.Ensure that the blackboard ends up like this:Sep. 10,2004 Sep. 10,1994 Tall short long hair short hair Say, 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 in the recording say that Mario used to be short. Listen and fill in the 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 in the blanks.Check the answers. AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.Step 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students attention to the conversation in the box. Invite a pair 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 new conversation 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 to look.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.Step SummarySay, In this class, weve learned the key vocabulary words used to and dark. And weve also learned the target language Mario used to be short. Yes, he did. Now hes tallStep HomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. Its better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person. (1) Train students listening skill. (2) Train students integrating skills.3. Moral ObjectYou should have the courage of your opinions. I know. Now you are very outgoing.Did you use to have straight hair? Yes, I did.2. Teaching Difficult PointsYes/No questions with used toStatements with used toStep RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendlyCulture note Many houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.Step 2bThis activity gives students practice understanding the target language in spoken Conversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve! Over here! Dont you remember me?SB: Oh, wow! Youre Paula, arent you?SA: Thats right.SB: You used to be really quiet, didnt you?SA: Yeah, I wasnt very outgoing.SB: No, you werent. But you were always friendly. Wait a minute. Did you use to play the piano?SA: Yes, I did. But now Im more interested in sports. I play soccer and Im on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now youre very outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now youre busy with your subjects.Step Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasnt very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair?S4: Yes, I did.S3: Did you use to play the piano?S4: No, I didnt.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didnt. The following are noteworthy:1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to.3. When we answer a question with used to, we use did or didnt.Dictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to draw pictures?Yes. I did.4. Did she use to have long hair?No, she didnt.Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step SummarySay, In this class, weve mainly learned the “use to” questions and “used to” statements.Step HomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.1. Knowledge Objects(1)Talk about what you used to be afraid of and what you are still afraid of.(2) Key Vocabulary：terrify, be terrified of, on2. Ability ObjectTrain students integrating skills.3. Moral ObjectAre you afraid of speaking in front of a group? Dont be so shy. Be confident of yourself. Practice more, and you will sure change.2. Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the target language.StepRevisionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.Show a students work on the screen by a projector. Help him/her correct any errors. Stephen Hawking was born in Oxford, England in 1942. As a student, he didnt use to work hard. He used to be a lazy student and do very little work. At the age of 20,he got an incurable illness. At first, he used to be very depressed. But he didnt lose heart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor.Step 3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happening.S1:In Picture 1, the person is afraid of the dark.S2:In Picture 2, the person is afraid of flying in an airplane.S3:In Picture 3, the person is afraid of high places.Draw students attention to the chart. Read each of the four headlines and the list of items in the first column 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, Im not.Tell students where to put a check in the chart.Ask students to complete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.Check the answers.Note: Answers will vary, Ask different students to report his/her answers like this:S:I used to be afraid of the dark and high places. But now Im afraid of neither.Step 3bThis activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.Write the conversation on the blackboard.Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the “My partner” columns of the chart in pairs.Ask students to work with partners. Walk around the room correcting any errors in pronunciation.Ask several pairs to share their conversations with the class.When all the students have finished the chart, Say, Now lets check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.S: Who used to be afraid of the dark? Raise your hands. (Count the hands and let students keep a record.)S: Who is still afraid of the dark? Raise your hands. (Count the hands and let students keep a record. )Do the same approach with the other items.Step Part 4This activity gives students an opportunity to use the target language to talk about themselves.Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.Help students to write chocolate and fruits in the chart.Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.Ask a few students to tell the class about the other students they have talked to.For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.Note: answers to the chart will vary.Step SummarySay, In this class, weve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.Step HomeworkAsk students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that todays children are not afraid of?(1) Key Vocabulary：spider, insect, chew, gum(2) Target Language2. Ability ObjectTrain students ability to talk about what they used to be/do.3. Moral ObjectPeople surely change. Students should take good care of the process of their growth. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot.2. Teaching Difficult PointTalk about what you used to be/do.Step RevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step 1aThis activity introduces new vocabulary words and provides practice with the target language.Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students attention to the pictures.Ask, What is happening in each picture?S1: A girl is exercising in gym class in Picture 1.S2: A girl is painting a picture in Picture 2.S3: Students are singing in music class in Picture 3.S4: A boy is looking at spiders and other insects in Picture 4.Say, Please check the things you liked to do when you were a child.Ask students to complete the work individually.Check the answers by inviting different students to report his/her work like this:When I was a child, I used to like painting pictures and singing in music class.Say each number to the class and ask students to raise their hands for each thing they used to like to do. Then discuss the results with the class.Step 1bThis activity provides practice with the target language.Point out the box under the pictures.Read the instructions to the class. Say,You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.As students work, move around the room offering language support and helping them with any words they want to use.Get a student to write his/her sentences on the blackboard. Help correct any errors.Sample answers1. I used to play football with my brother.2. I used to eat hamburgers a lot.3. I used to watch cartoons.4. I used to run with my father in the morning.Step 2aThis activity provides listening practice using the target language.Set a time limit of one minute. Ask students to look through the sentences in the box.Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.Point out the sample answer. Play the recording for the first time. Students only listen.Play the recording again. This time students check the sentences they hear.Check the answers.AnswersChecked sentences: 1,2,3Step 2bThis activity gives students practice in understanding and writing the target language.Call students attention to the chart with the headlines In the past and Now.Set a time limit of one minute for students to look through the uncompleted sentences.Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers.Play t