新课标人教版新目标九年级英语第1-10单元全套教案 -

Unit 2 I used to be afraid of the dark.

The First Period

Teaching Contents: Section A 1a，1b，1c，2a，2b，2c Step I Organization of class 1.Greeting 2.Warming up

Step II Presentation 1.Words Competition

Show the class many words of appearance and personality. Get them to put the words in the right place.

2.Guess: Who is the boy?

Show the class some information about Harry Potter:

He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He can see strange things and so on.

Step lIl Teaching Tasks

1.Task One (Pairwork): Listening to the tape

(1) Show the students two pictures and say something about the people in the picture. (2) Listen to the tape. Then fill in the blanks in lb，2a，2b. 2.Task Two (Groupwork): Describing different persons

(1) Show the students a set of pictures, such as a movie star, a sportsman, a teacher.

(2) Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.

(3) Ask two or three groups to present their answers. Step IV Summary

Step V Assign homework

Write a composition about your classmate before and now.

The Second Period

Teaching Contents： Section A 3a，3b，4 Step I Organization of class 1.Greetings

2.Singing an English song Step II Revision

1.Revise the conversations that the students learned in the first period. Ask them to talk about some pictures.

2.Check the homework. Talk about what one person used to be like and she/ he is like now. Step IIl Presentation

1.Show the class a picture of a big dog，then introduce the new conversations in 3a： I used to be afraid of big dogs.／I’m still afraid of big dogs. 2.Ask the students some questions like this：

What did you use to be afraid of?／Are you still afraid of...? Step IV Teaching Tasks

1.Task One (Pairwork)：Match the pictures with the phrases.

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(1) Show the students six pictures about the phrases in 3a.

(2) Ask the students to talk about the pictures in pairs and match them. 2.Task Two：Put checks in the first two columns.

(1) Show the students the first two columns about “I”, then get them to put checks. (2) Ask a group of students to read out their answers like this: I used to be afraid of... / I’m still afraid of...

The Third Period

Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a Step I Organization of class Warming up

Step II Checking up the homework

1.Ask two students to read out their compositions (Zhongshan has changed a lot!). 2.Get students to discuss the compositions. Step III Presentation

1.Show the class four pictures in la.

2.Ask students to describe what is happening in each picture: A girl is exercising in gym class. A girl is painting a picture. A boy is singing.

A boy is looking at some insects.

3.Ask students to check the things they liked to do when they were very young. Step IV Teaching Tasks

1.Task One (Pairwork): I used to like to... (1) Point out the lines under the picture in lb.

(2) Ask students to write down different things that they used to like to do.

(3) Get students to discuss the answers in pairs, then ask some students to read out their sentences.

2.Task Two: Listening practice (2a, 2b)

(1) Ask students to listen to a dialog between a boy and a girl.

(2) Ask students to check the sentences on the list that they hear on the recording. (3) Check the answers in 2a.

3.Task Three (Pairwork): Making up dialogs (1) Teach students the conversation in 2c.

(2) Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't. Step V Summary

Step VI Assign homework

1.Ask students to Complete the letter in 3b (How I've changed!).

2.Get students to talk to their parents and fill in the chart in 4a.

The Fourth Period

Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.

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Teaching Procedures:

Step I Organization of class

Step II Checking up the homework

1.Ask some students to read out the letter (How I've changed!). 2.Get students to discuss their answers and choose the best one. Step lII Teaching Tasks 1.Task One (Pairwork)

Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a. 2.Task Two (Groupwork)

(1) Ask students to talk about the contents in 4a with their classmates. (2) Choose two groups to present their answers.

3.Task Three (Teamwork): How has Yu Mei changed!

(1) Get students to talk about the pictures in Self Check 2.

(2) Ask students to use the drills in Unit 2 to describe the pictures. 4.Task Four (Teamwork): A survey── How has our life changed? (1) Show students some information in Unit 2.

(2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.

Step IV Summary

Step V Assign homework

Finish Part One of Self Check.

The Fifth Period

Reading—E-mail English Step I Organization of class

1.Ask the whole class some questions: What subjects do you study at school? What subject do you like best? Why?

2.Talk about the usage and importance of English. Step II Introducing E-mail English

What does e-mail English mean? What is it used for? Step III Teaching Tasks 1.Task One (Pairwork)

(1) Ask students to talk about the words in Part 1.

(2) Ask students to fill in the chart with their partners and try to think of some more. (3) Check their answers. 2.Task Two: Matching

(1) Get the students to read the whole article as quickly as they can.

(2) Try to finish the exercise in Part 2—Match each paragraph with its main idea. (3) Check the answers. (4) Check their answers.

Step IV Summary

Step V Assign homework

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Write a reply to your partner, using the e-mail English as much as possible

Unit 3 Teenagers should be allowed to choose their own clothes

Period 1 1. Knowledge Objects 教 (1) Key Vocabulary: allow, drive, pierce, driver, license, silly 学 (2)Structure: should be allowed to 2. Ability Objects 目 (1)Train students’ listening skill and communicative competence. 标 3. Moral Object Students should do what they are allowed to do and avoid doing what they aren’t allowed to do. 教 1. Teaching Key Points Target language 材 The structure：should be allowed to 分 2. Teaching Difficult Point The structure: should be allowed to 析 Step Ⅰ Revision Show the following on the screen by a projector. 实 go out at night collect stamps 施 be alone at home ask the teacher questions drink milk 教 read English magazines eat eggs 学 write letters Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable. 过 Step Ⅱ 1a This activity focuses on vocabulary words and the structure 程 \Show the new words on page 18 on the screen by a projector. 设 计 4

Say the words and have students repeat over and over again until they are pronounced fluently and accurately. Write the words \Then ask students questions about things that their parents say they can and can’t do. L: Yes. It is helpful to my study. T: I see. (Write surf the Internet under can do on the blackboard. ) … Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this. can do can’t do surf the Internet play soccer ball … … … Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet. (Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence. Repeat this practice with all the items on the lists. Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Check the answers. Answers 1. T 2, F 3. T Step Ⅳ 1c This activity provides oral practice using the target language. Read the instructions to the class. Call students’ attention to the phrases in the left box. Invite a student to read them to the class. Invite another student to read the statements in Activity 1a. Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence. Step Ⅴ Summary and Homework In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do. 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 2 1. Knowledge Objects 教 (1) Key Vocabulary：earring, instead of

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学 (2) Target Language 目 2. Ability Objects (1)Train students’ listening skill. 标 (2)Train students’ communicative competence. 3. Moral Object You should have the courage of your opinions. 教 1. Teaching Key Point Target language 材 分 2. Teaching Difficult Point Agreement and disagreement 析 Step Ⅰ Revision 实Play a game to review the structure be used to do. Write sentence starters on separate pieces of paper as follows: I’m allowed to……；My brother isn’t allowed to…；Students 施 should not allowed to…；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. 教 Step Ⅱ 2a This activity provides practice understanding the target language 学 in spoken conversation. Point to the picture and ask students what is happening. Elicit 过 answers from students. T: What’s the boy doing? 程 Ss: He is working part-time. T: What are the girls doing? 设Ss: They are talking. Point to the statements in the chart. Have students look them through. Answer any questions students 计 raise to make sure they comprehend each sentence. 6

Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers, Play the recording for the first time. Students only listen. Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn’t know. Check the answers. Answers Kathy The following sentences should be checked: 1,2,3,4,5 Molly 1. Disagrees 2. Agrees 3. Doesn’t know 4. Disagrees 5. Doesn’t know Step Ⅲ 2b This activity provides practice in understanding the target language in spoken conversation. Point to the list of reasons in the box. Invite a student to read them to the class. Step Ⅳ 2c This activity provides oral practice using the target language. Read the instructions to the class. Ask students for suggestions that teenagers should and should not be allowed to do. Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn’t be allowed to stay up… point to the sample conversation. Invite a pair of students to say it to the class, completing the sentences. SA: Do you think teenagers should be allowed to work part-time? SB: Yes, I think they should learn to be independence. Ask another pair to demonstrate a new conversation. SA: Do you think teenagers should be allowed to drive? SB: No, I don’t think they are old enough to drive. Have students work in pairs. Move around the room listening in on

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various pairs and offering any help they may need. Check the answers by asking different pairs to say their conversations to the class. Note: Answers will vary. Step Ⅴ Grammar Focus If necessary, give students more practice. Grammar note Don’t explain the structure “be allowed to” to students. It’s too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level. Step Ⅵ Summary and Homework 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 3 1. Knowledge Objects 教 (1) Key Vocabulary：stay up 学 (2) Target Language 2. Ability Object 目 Train students’ integrating skills. 标 3. Moral Object Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice. 教 1.Teaching Key Points Talk about what oneself is or isn’t allowed to do using the target 材 language. 分 Ask for what someone is or isn’t allowed to do using the target language. 析 2. Teaching Difficult Point Train students’ integrating skills by task-based activities. 8

实 Step Ⅰ Revision Play a game to review the structure be or be not allowed to. 施 Divide the class into groups. Each group is asked to make a list of school rules. 教 The group which writes down the most rules within five minutes wins the game. 学 Step Ⅱ 3a This activity provides reading and writing practice using the 过 target language. Point to the picture and ask students to describe it. 程 Invite a pair of students to read the conversation to the class. Check the answers. 设 Answers 计 9

Sun Fei: You have to be home by 10:00 p.m. Wu Yu: You have to stay at home on school nights. You can go to the movies with friends on Friday nights. You can go shopping with friends on Saturday afternoon. You can choose your own clothes. Don’t get your ears pierced. Step Ⅲ 3b This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence. SA: What rules do you have at home? SB: Well, I’m not allowed to go out on school nights. How about you? SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house. Write the conversation on the blackboard. Say, Please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs. Get students to complete the work in pairs. Move around the room checking progress and offering any help students need. Ask several pairs to share their conversations with the class. Step Ⅳ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Call students’ attention to the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides. Demonstrate how to fill in the chart with a student. T: Do you have to go home after school, Wei Ming? W: Yes,I do. T: Are you allowed to stay up until 11 : 00 p.m.? W: No, I’m not. T: … Tell students where to write Wei Ming in the chart. Say, You are to ask different students in the class and find three people who have to follow each of the rules in the chart.

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Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing. Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth. Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class. Optional activity Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart. Step Ⅴ Summary and Homework Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do. 教 学 反 思 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 4 1. Knowledge Objects 教 (1) Key Vocabulary：be strict with, take a test, pass a test, fail a test 学 (2)Target Language 2. Ability Objects 目 (1) Train students’ listening skill. 标 (2) Train students’ ability to talk about agreement and disagreement. 3. Moral Object It’s good manners to be on time. 教 1. Teaching Key Points Review some key vocabulary words and target language.

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材 Talk about agreement and disagreement. 分 2. Teaching Difficult Point 析 Talk about agreement and disagreement. Step Ⅰ Revision 实 (1)Check the homework. (2) Competition: Write \ 施 the blackboard, Divide the class into groups. Each group is asked to write down as many things as they can 教 think of about what teenagers are or aren’t allowed to do. See which 学 group can think of the most items for each category. Step Ⅱ 1a 过 This activity reviews the use of always, sometimes, usually and never. 程 Point to the picture. Ask students to describe what is happening in the picture. 设 Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class. 计 Read the instructions and remind students of the exact meanings of the adverbs of frequency. 12

Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do. Get students to finish the task on their own. Answers to this activity will vary. Step Ⅲ lb This activity provides oral practice using the target language. Point out the sample conversation. Ask a pair of students to say it to the class. SA: Do you ever get to class late? SB: Yes, I sometimes get to class late. Say, Talk with your partner about your answers in Activity 1a. As the pairs work together, walk around the room offering help if necessary. Ask several pairs to share their conversations with the class. Step Ⅳ 2a This activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a. Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen. Play the recording a second time. This time students listen and circle the things that they hear. Check the answers. Answers Circled items: 1,4 Step Ⅴ 2b This activity provides listening practice using the target language. Point to both the numbered and lettered lists of item in the box.

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Point out the sample answer. Read the sentence \math test to the class.\Say, I’ll play the same recording again. You are to match the sentence parts as you hear on the tape. Play the recording for students to do the activity. Check the answers. Answers 1. c 2. e 3. a 4. b 5. d Step Ⅵ 2c This activity provides oral practice using the target language. Call students’ attention to the statements in the box. Say them to the class. Ask three students to read the sample conversation to the class, completing the sentences. SA:I think Peter should be allowed to take the test later. SB:I don’t agree. SC:I think the school has to have rules. Write the conversation on the blackboard. Divide the class into groups of four. Say, Now discuss the statements with your group. Write a passage to describe what was happening that day. 教 学 反 思 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 5 1. Knowledge Objects 教 (1) Key Vocabulary：the other day, concentrate, learn from, at present, 学 volunteer, (2)Target Language 目 2. Ability Objects (1) Improve students’ ability of reading comprehension and writing. 3. Moral Object

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标 Volunteering is good experience for future jobs. If conditions permit, encourage students to be a volunteer. 教 1. Teaching Key Point Practice reading and writing using the target language. 材 分 2. Teaching Difficult Points: Improve students’ ability of reading comprehension. 析 Improve students’ ability of writing. Step Ⅰ Revision 实 Check homework. Ask different students to say their passages to the class. Show a sample version on the screen by a projector. Then collect 施 their works and correct any errors before returning them. I went to school by bike that .day. 教 Unfortunately, it was broken on my way. I had to walk to school with 学 my bike. When I got to school, classes had begun. I explained to 过 my teacher, but she thought I was making an excuse. I was not 程 allowed to get to class. It was unfair. I think teachers should 设 believe students. Students should be allowed to have classes late. 计 Step Ⅱ 3a This activity provides reading practice using the target language. show the key vocabulary words on the screen by a projector. 15

Say the words and have students repeat until they can pronounce them fluently and accurately. Call students’ attention to the article. Read it to the class. Point to the five questions beneath the article. Elicit the first answer from the class(The students think the uniforms are ugly). Ask students to read the article again and answer the questions individually. As students work, move around the room answering any questions they may have. When students are finished, ask the questions orally and ask students to answer. Write the correct answers on the board so that students can check the spelling and other details of their answers. Answers 1. The students think the uniforms are ugly. 2. They would like to wear their own clothes. 3. The students would like to study in groups. 4. They think vocations should be longer. 5. Volunteering is good experience for future jobs. Step Ⅲ 3b This activity provides oral practice using the target language. Point to the sample conversation. Ask a pair of students to read it to the class. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations using the information in Activity 3a. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed. Check answers by asking different pairs of students to say their conversations to the class. Optional activity Ask students to talk to several different people and find out about what they think about their school uniforms. Write an article. Step Ⅳ Part 4

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This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language. Read the instructions to the class. Make a list of rules on the blackboard about what should and should not be allowed along with students. 1. Members are allowed to use English-English dictionaries. 2. Members aren’t allowed to speak Chinese but English. 3. Members aren’t allowed to be late. 4.… Point to the sample conversation. Invite a pair of students to say it to the class. SA: Members should be allowed to use dictionaries. SB: Yes, but they should only use English-English dictionaries. Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed. Get different pairs to share their conversations with the class. Vote on the best rules. Note: Answers will vary. Step Ⅴ Summary and Homework Say, In this class, we’ve mainly practiced reading and writing. Finish off the writing in optional activity. Get students to interview some more students to add more information to their articles. 教 学 反 思 课题 Unit 3 Teenagers should be allowed to choose their own clothes Period 6 1. Knowledge Objects 教 (1) Key Vocabulary：finish, allow, choose, need, clear up, perform, 学 primary (2) Make sentences using vocabulary words. 目 (3) Write a letter using the target language. 17

标 2. Ability Object Train students’ ability of writing. 3. Moral Object Every thing has its advantages and disadvantages. So treat things critically. 教 1. Teaching Key Points Fill in blanks and make sentences using vocabulary words. 材 Write a letter using the target language. 分 2. Teaching Difficult Points Make sentences using vocabulary words. 析 Write a letter using the target language. Step Ⅰ Revision 实 (1) Check homework. Get different students to read their articles to the class. 施 (2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while 教 Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas. 学 Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a 过 symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion. 程 Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. 设 For another, they are very simple and they are outdated. Step Ⅱ Part 1 计 This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are 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. 18

Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students cheek their answers. Answers 1. allowed 2. finish 3. clean up 4. choose 5. needs 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. Help correct the mistakes. Sample answers 1.students should not be allowed to smoke. 2.Nave you finished reading the book? 3.we should clean up our classroom every day. 4.You may choose three from the books. 5.You needn’t come so early. Step Ⅲ part 2 This activity provides reading and writing practice using the target language. Dear Editor, I would like to reply to the article \newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it’s a good idea. Because volunteering is good for future jobs. However, I don’t agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can. Yours, Wei Ming Note: The letter will vary. Step Ⅳ Just For fun! This activity provides reading and speaking practice with the target

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language. Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street. Step V Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today: 1. Read the article in 2 again. 教 学 反 思 1. Knowledge Objects 教 Key Vocabulary：lifestyle, way cool, give some direction, material 学 things and so forth. Text: That’s Cool! 目 2. Ability Objects 标 Train students’ ability of reading for special information. Train students’ reading, writing, listening and speaking skills. 3. Moral Object People use the word \feel. However, to realize your dream through great effort is really being cool. 教 1. Teaching Key Points Key vocabulary 材 Read the text for special information. 分 Read the text to understand words in context. Fill in the chart with the things you and your classmates think are 析 cool. 2. Teaching Difficult Point Train students’ reading skill.

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different students to do it . Step 5 2b

1. Read the instructions and point to the list of questions and answers in 2a . 2. Play the recording again . 3. Check the answers . Step 6 3a

3a Reading and filling

1. Get the students to look at the survey in 2a and read the personality survey result below on page 30.then fill in the blanks with a, b or c. 2.Check the answers with the students . 3. Explain some points :

annoy sb. / plenty of / be easy to do sth. / get along with / like doing sth. rather than / rather … than … Step 7 3b

1. Have the students to look at 3b . 2. Read the example to the class .

3. To write down their own personality survey based on the that in 2a.

4. As students works , move around the classroom checking their work and offering language

assistance as needed . Step 8 Summary 1. The Subjunctive Mood 2. Some useful expressions .

Step 2 SELF CHECK ( 1 ) 1. Filling the blanks

Ask students to fill in the blanks on their own .

On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary. 2.Check the answers .

3. Ask students to make sentences with the words . Step 3 ( 2 ) Write

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1. Reading an e-mail . Read the instructions to the class . 2. Explain the e-mail and some language points .

Want sb. to do sth. / be sure / in fact / be shy / want to do sth. / let sb. down / be terrified of doing sth. / think of / come up with

3. Guide students to write the reply . Students are required to finish it individually . Step 4 Summary Step 5 Homework Finish the exercises in Unit 4 .

Section B : The Sixthth Period (Section 1 , 2 , 3 ) Goals

Difficult point : How to understand the article well ? Teaching Aids : Computer powerpoint Tape recorder Teaching Procedures : Step 1 Revision

Review some useful expressions in the Fifth period .

Make speech / in fact / want sb. to do sth./ want to do sth. / let sb. down / come up with Step 2 Lead in

Lead in Section 1 by talking in groups .

Discuss these : Have you ever seen accidents ?

What kinds of accidents do you know ?

What is the biggest problem a teenager has ? Step 3 Section 2

1. Have students read the reading materials . 2. Answer some questions about the two pages . Step 4 Language points explanation

kinds of / by accident / hurry to do sth. / find out / stop doing sth. / more than / a few / of course / tell sb. to do sth. / agree to do sth. / in a public place / ask sb. for Step 5 Section 3 3a

Ask students to pool the knowledge they have to answer the two questions . Step 6 3b

Ask students to go through the accidents mentioned in the reading then discuss .

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Step 7 Summary

Unit 5 It must belong to Carla．

The 1st 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

（1） Train students’ listening skill．

（2） Train students’ communicative competence using the target language． 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

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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．

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． 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． Write the conversation on the blackboard． Point out the chart in Activity 1b． Say． 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

（1） Say and remember the spelling of the vocabulary words．

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（2）Say the conversations in Activity 1c to get a further understanding of the target language．

Step Ⅶ Blackboard Design

Unit 5 It must belong to Carla．

The 2nd Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1） Key Vocabulary band, hair band

（2）Target Language 2． Ability Objects

（1） Train students’ listening skill． （2） Train students’ writing skill． （3） Train students’ ability to deduce． 3． Moral Object

Use your mind, then make inferences correctly．

Ⅱ． Teaching Key Points Ⅲ． Teaching Difficult Point

Make inferences using the target language．

Ⅳ． Teaching Methods Ⅴ． Teaching Aids 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．

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Step Ⅲ 2b

This activity provides listening and writing practice using the target language． Check the answers．

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 \．

Use \． 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． Step Ⅴ Grammar Focus

Ask students to say the questions and answers in pairs． At the same time, write them on the blackboard．

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:

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

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can’t．

Step Ⅶ Homework

Make two sentences each using the words must, could, might and can’t．

Unit 5 It must belong to Carla．

The 3rd 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

Here are some earrings． The owner can’t be a boy．

Well, it could be a boy． The earrings might be a present for his mother． 2． Ability Objects

（1） Train students’ reading skill．

（2） Train students’ communicative competence using the target language． Moral Object

When you are in trouble, send an e-mail message to your friends to ask for help．

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

Ⅴ． Teaching Aid The blackboard

Ⅵ． Teaching Procedures Step I Revision

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Revise the usage of the words must, might, could and can’t by checking homework． 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．

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．

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 Practice the pronunciation of these words and explain the meaning of each word． Optional activity

Have students write the new words in xosainu anxious worried cuilarc crucial aegarbl Step Ⅳ Part 4

This activity provides oral practice using the target language．

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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．

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

1． Read the letter in Activity 3a again for further understanding of the vocabulary words．

2． Read the conversations in Activities 3b and 4 again for further understanding of the target language．

Unit 5 It must belong to Carla．

The 4th Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary chase, creature （2） Target Language

Why do you think the man is running?

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He could be running for exercise．

No, he’s wearing a suit． He might be running to catch a bus． 2． Ability Objects

（1）Train students’ listening skill． （2）Train students’ writing skill． 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．

Ⅳ． Teaching Methods 1． Listening method 2． Writing method 3． Pairwork

Ⅴ． Teaching Aids 1． A tape recorder 2． A projector 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． Answers

a． The UFO is landing． b． The alien is chasing the man． c． The man is running． Step Ⅲ 2a

This activity gives students practice understanding and writing the target language in spoken conversation．

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Read the instructions to the class． Check the answers． Answers

The pictures should be numbered in this order: 2,3,1 Tapescript 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． 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． 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． 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．

Unit 5 It must belong to Carla．

The 5th Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary

extremely, worried, neighbor, garbage, mystery, director, escape, ocean （2） Target Language

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In my dream, I was swimming in an ocean of paper． Maybe it means you’re afraid of too much homework! 2． Ability Objects

（1） Train students’ reading skill． （2） Train students’ writing skill． （3） Train students’ integrating skills． 3． Moral Object

Everyone has had a dream． But don’t dream away your time．

Ⅱ． Teaching Key Points 1． Key vocabulary 2． Reading practice 3． Writing practice

Ⅲ． Teaching Difficult Points 1． Reading practice 2． Writing practice

Ⅳ． Teaching Methods 1． Practice method 2． Groupwork

Ⅴ． Teaching Aid A projector

Ⅵ． Teaching procedures Step Ⅰ Revision Check homework． Step Ⅱ 3a

This activity provides reading practice using the target language． Show the key vocabulary words on page 38 on the screen by a projector．

Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately． Check the answers． Answers

an animal, teenagers, the wind, a dog Step Ⅲ 3b

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This activity provides reading and writing practice using the target language．

Get students to discuss any words or sentences they don’t know in Activity 3a with one another． Call students’ attention to the three sets of notes． Ask different students to read them to the class．

Chu family--late night footsteps in the hallway--might be the neighbors Lao Zheng--someone trying to get in the window--might be the wind Xiao Ning--finds garbage in front of her house--might be cats

Say, You are to write another paragraph about Bell Town using these notes． You may use the article in Activity 3a as a model． Ask students to write their paragraphs on their own in the exercise books． As they work, move around the classroom offering language support as needed． Get a few students to read their works to the class． Answers will vary． Write the sample version on the blackboard． Step Ⅳ 3c

This activity provides writing practice using the target language．

Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery． Invite a student to read the opening sentences to the class． Step Ⅴ Part 4

This activity provides reading, writing, listening and speaking practice using the target language．

Read the instructions to the class． Point to the picture． Ask students to tell what

is happening in it． Invite a pair of students to read the sample conversation in the box to the class． Step Ⅵ Summary

Say, In this class, we’ve mainly done much reading and writing practice using the target language． We’ve learned some vocabulary words as well． Step Ⅶ Homework

1． Reread the newspaper article in Activity 3a． 2． Review the paragraph in Activity 3b, Step Ⅷ Blackboard Design

Unit 5 It must belong to Carla．

The 6th Period

Ⅰ． Teaching Aims and Demands

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1． Knowledge Objects （1）Key Vocabulary

finger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt （2）Fill in blanks and make sentences using vocabulary words． 2． Ability Objects

（1）Train students’ writing skill．

（2）Train students’ ability of reading comprehension． 3． Moral Object

We’ll benefit a lot by learning proverbs．

Ⅱ． Teaching Key Points

1． Make sentences using vocabulary words．

2． Say the meanings of different proverbs in your own words． 3． Circle the word that doesn’t belong．

Ⅲ． Teaching Difficult Points

1． Make sentences using vocabulary words．

2． Say the meanings of different proverbs in your own words．

Ⅳ． Teaching Method Teaching by explanation

Ⅴ． Teaching Aid A projector

Ⅵ． Teaching Procedures Step Ⅰ Revision Step Ⅱ Part 1

This activity provides a comprehensive review of vocabulary presented in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top． Answers

1． favourite 2． careful 3． anxious 4． worried 5． strange

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．

Help correct the mistakes． Sample answers

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1． What’s your favourite song? 2． Be careful while crossing a road． Step Ⅲ Part 2

This activity provides reading, writing, listening and speaking practice using the target language．

Show the vocabulary words on the screen by a projector．

Say the words and have students repeat them until they can pronounce them fluently and accurately．

Read the instructions to the class． Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice． Culture note

Each culture has proverbs that are unique to it． The saying, \you want to know a people． know their proverbs\． Step Ⅵ Part 3

This activity focuses on the new vocabulary introduced in this unit． Ask students to read the five lines of words in the box． 1． escape owner chase run 2． picnic lunch dinner alien Answers

1． owner 2． alien 3． land 4． exercise 5． lost Step Ⅴ Just for Fun!

This activity provides reading and speaking practice with the target language． （s’pose=suppose:假设） Step Ⅵ Summary

Say． In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit． And we’ve learned several proverbs． Step Ⅶ Homework

（1） Read and remember the proverbs learned in Activity 2． （2） Each student collects ten proverbs．

（3） Finish off the exercises on pages 16～17,of the workbook． Step Ⅷ Blackboard Design

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