新目标初中九年级下册英语全册教案下载DOC

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新目标初中九年级下册英语全册教案下载DOC
Unit 8 I’ll help clean up the city parks．
The 1st period

Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2） Target Language
I’d like to work outside．
You could give out food at a food bank．
2． Ability Objects
（1） Train the students to express offering to help with the target language．
（2） Train the students’ listening skill．
3． Moral Object
Offer help to the others as much as possible．
Ⅱ． Teaching Key Points
1． Key Vocabulary
clean up, hunger, homeless, cheer up, give up
2． Target Language
How to express offering to help with target language．
Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering to help with target language．
Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences．
2． Teaching by showing pictures．
Ⅴ． Teaching Aids
1． A tape recorder
2． Some pictures on volunteer’s offering help
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the language points in Unit 7．
Ask some questions like this: Where would you like to go on vacation? （I’d like to/I’d love to/l hope to… ）Why?
（Because…）
2． Revise the contents in Unit 7． Say to the class like this:
Who can say something about Singapore?
What things do you like there and what things don’t you like about it?
Ask them to give the answers without looking at the books．
3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．
4． Dictate ten words in Unit 7．
Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice．
In this unit we learn to offer to help．
We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．
Ask the children to read the title twice．
Then go on saying, "clean up means make a place clean and tidy, put things there in order"． Let’s see another example, We should always clean up after a picnic．
Who can explain this sentence in your own, words?
Ask one student to explain the sentence．
He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．
Then ask the class． Who can make more sentences with clean up?
Ask several students to share their sentences to the class．
Do the same with the other phrasal verbs．
Some sample sentences
1． clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea．
2． cheer up—make someone feel happy
The good news cheers everyone up．
3． give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class．
Read the instructions to the students．
Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about?
Help students to answer: Volunteer Today!
Then continue saying, "Who can tell me the meaning of volunteer?"
Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．
Draw the students’ attention to the three posters on the board．
We can see one sentence in each poster．
And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．
Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．
Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing

xiaonu1

非常好，如果能弄成一个DOC就好了

认真的雪-不认真

好

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reading skills. Step-by-Step to improve the reading skills will help a lot.


Unit 15 We’re trying to save the manatees!
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Fill in the blanks and make sentences
using support, endangered, recycle, wear, pull down
（2） Write conversations using the information．
2． Ability Object
Train students’ writing ability．
3． Moral Object
We should form good habits． They are not only good for ourselves but also good for our society．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write conversations．
Ⅲ． Teaching Difficult Point
Make students using support, endangered, cycle, wear, pull down
Ⅳ． Teaching Methods
1． Teaching by explanation
2． Speaking method
3． Writing method
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Invite a few students to read the article in Activity 3a． Then let a student read his or her own article．
Step Ⅱ
This activity focuses on vocabulary introduced in the unit．
Look at the words in the box． Invite a student to read them． Make sure the students understand the meaning of each word． Then fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement． Tell students they can find all the words in the preceding unit．
Get students to fill in the blanks on their own．
Check the answers． Ask five students each to read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．
Answers
1． Why are you wearing a coat? It’s not very suitable/or this hot weather．
2． Our school football team needs more support． They aren’t doing very well．
3． Pandas are endangered animals． They aren’t doing very well．
4． It’s important to recycle paper to save the trees．
5, That apartment block is old and dangerous． It should be pulled down．
Have students make their own sentences with the words, preferably sentences that are meaningful． Walk around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．
Sample answers
1． I hope to have your support．
2． It is more than 30 years since manatees were endangered．
3． Recycling paper is very important and necessary．
4． What do you like to wear?
5． The buildings that are dangerous must be pulled down．
Step Ⅲ Revision and checking
Revise the target language learnt in this unit by checking the homework in the Exercise book.
Step IV Summary and Homework
In this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit． After class, please make sentences using the words in Activity 1 in your exercise books．

In this unit, Ss learnt the Animal World well, especially for those endangered ones. How to recycling the used things arouse students’ interest, and some of them even do something by themselves. I think the responsibility of protecting the environments is increasing in their hearts again.更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com

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can protect our environment．
Ⅱ． Teaching Key Point
Practice reading and writing using the target language．
Ⅲ． Teaching Difficult Points
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability．
Ⅳ． Teaching Methods
1． Reading method to improve students’ reading ability．
2． Writing method to improve students’ writing ability．
3． Speaking method．
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．
Step Ⅱ 3a
Before Reading:
1.  This activity provides reading practice using the target language． Teach the new words． Show the new words on the screen by a projector．
Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．
2.Describe the picture, and talk about “what is special about the house?”
While-reading
1.        Fast reading and find out the answers.
Parts of the house           Be made from
Roof       
Fence       
Wall       
2.        Careful reading
Who is Amy Winterbourne?
What is she often do in her spare time?
What award did she get?
3.        Practice  reading
Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class． Go through the instructions with the class． Elicit one question from the class. Make sure students know what to do． Encourage students to think about questions beginning with who, what, when, where, why and how．
Now read the article．Then write your questions in your exercise book． Have students do the activity in pairs． Students should discuss why they would want to know the answer to each question． When they work, move around the classroom, checking the progress of the pairs and providing help as needed．
Check the answers with the class．
Answers
Answers will vary but might include
Who taught her how to make her house?
What isn’t made out of trash in her house?
When did she start making her trash house?
Where is the house?
Why did she use trash to build a house?
How long did it take to build her house?
Notes
1． the house of trash—the house made out of trash
2． most—（here） very
3． out of—（here）by the use of; from
4． discard—throw out or away; put aside,
give up （sth． useless or unwanted）
5． inspiration—（here） person or thing that inspires
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Look at the Before picture． Please tell me the names of the things you see in the picture． （a trash can, a pair of pants, a napkin） Then look at the After picture．
Say to students． Please find out things made from recycled materials from the Before picture． （the backpack, the hat, the scarf）
Go through the instructions with the class．
Make sure students know what to do．
Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．
For example:
His backpack used to be a pair of pants．
His backpack is made from a pair of pants．
Get students to complete the article individually． While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．
Invite a student to read his or her completed article to the class．
Answers
Joe Winterbourne loves the clothes his mother made for him． At school, everyone calls him Mr Recycling． His hat is made from（used to be）a trash can cover． His backpack used to be（is made from）a pair of pants． His scarf is made from（used to be）a napkin．
Step Ⅴ Summary
In this class, we’ve done a lot of practice reading and writing as well as speaking．
Step Ⅵ Homework
1． Read the article in Activity 3a again for further comprehension．
2． Complete the article in Activity 3b．
Teaching Record:
Reading comprehensive remain a difficult task for the students.    Each article in the textbook is a good chance for students to practice the

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together, move around the classroom, checking the work and offering help as needed．
Ask a pair of students to say their answers as an example．
SA: Turning off the lights when you leave a room is really easy．
SB: I agree with you．
SA: Not using paper towels is really hard．
SB: I disagree with you． I believe that we can use handkerchieves．
Step Ⅳ 2a
This activity provides listening practice with the target language and new vocabulary words．
Go through the instructions with the class． T: Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．
turning off the lights
turning off the shower
stopping using paper napkins
taking your own bags when shopping
not riding in cars
riding a bike
recycling paper
Play the recording for this activity for the students． The first time students only listen carefully． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．
Check the answers with the class．
Answers
They talk about: turning off the lights,
turning off the shower．
taking your own bags when shopping．
not riding in cars, riding a bike．
Step Ⅴ 2b
This activity gives students practice in understanding the target language in spoken conversation．
You will hear the same recording again．
Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do．
Point to the three column headings in the chart and let students read the headings again on their own． Now listen to the recording carefully and check the things．
Play the recording again if necessary．
Students check their answers． Correct the answers．
Step Ⅵ 2c
This activity provides guided oral practice using the target language． Look at the sample conversation． Invite a pair of students to read it aloud to the class．
A: We really shouldn’t use paper napkins, you know．
B: I know． I stopped using them last year．
Go through the instructions with the class． Say, Have a conversation about the items in the chart． Talk about which of these things you do now, which you will do in the future, and which you would never do．
Get students to work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed． Invite one or two pairs to say their conversations to the class．
SA: We should turn off the lights when me leave a room．
SB: I always do that．
SA: We should take our own bags when shopping．
SB: That’s easy． I will do that in future．
SA: We really shouldn’t ride in cars．
SB: I’ll never do that! Our school is far away from my home． It takes me one hour to ride to school every day．
Step Ⅶ Summary
In this class, we’ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off． We’ve also learned the target language We really shouldn’t use paper napkins, you know． I know． I stopped using them last year．
Step Ⅷ Homework
Talk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations．
Teaching Record:
In this period ,students learnt and talked a lot about how to save the planet and how to save our nature. Some students can show many really useful suggestions for everyone to do them in their everyday life..

Unit 15 We’re trying to save the manatees!
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
trash, pull down, be made from, glue, inspiration, bottle, spare time
（2） Practise reading an article．
（3） Practise writing something using the target language．
2． Ability Object
（1） Improve students’ integrating skills-reading skill and writing skill．
（2） Improve students’ speaking ability by talking to each other．
3． Moral Object
We must realize the importance of recycling, It not only is a useful saving of money but also

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read it to the class．
SA : I think that animals should not live in zoos．
SB : I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．
Ask the two teams to debate in class．
First, call on one team to give a statement． Then ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．
Step Ⅴ Summary
In this class, we’ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge． We’ve also done a lot of reading, writing and speaking practice using the target language．
Step Ⅵ Homework
1． Finish off the exercises on pages 61～62 of the workbook．
2． Write the letter to the editor．

Unit 15 We’re trying to save the manatees!
The Fourth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
planet, recycle, shower, paper towels, napkins, turn off
（2） Target Language
We really shouldn’t use paper napkins, you know．
I know． I stopped using them last year．
2． Ability Objects
（1） Train students’ speaking and listening ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
3． Moral Object
We should be aware of the importance of protecting the environment．
Ⅱ． Teaching Key Points
1． Key Vocabulary
planet, recycle, turn off
2． Target Language
We really shouldn’t use paper napkins, you know．
I know． I stopped using them last year．
Ⅲ． Teaching Difficult Points
1． How to train students’ speaking and listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．
Step Ⅱ 1a
This activity introduces new vocabulary．
Read the instructions aloud to the class．
Then ask, What’s the meaning of the phrase save the planet． （It means to keep planet Earth clean and not polluted．）
T: But everybody helps. What do you think we can do for the planet?
Ask students to show their opinions.
Show some pictures and ask the students to say their suggestions for ways to save the planet． Invite a student to read each one aloud to the class． Make sure students understand the meaning of each suggestion．
stop riding in cars．
recycle books and paper．
turn off the lights when you leave a room．
turn off the shower while you are washing your hair．
don’t use paper towels or napkins．
Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth． Check the answers． Students will probably have different answers． Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do． For example: I think it is easy to turn off the lights when you leave room． Because everyone can do it without any effort． It is difficult to stop riding in cars． Many people go to work or go to school by car, because it is far away from their homes． Otherwise they will be late．
Notes
1． stop doing—discontinue doing
2． recycle—treat so that further use is possible
Step Ⅲ 1b
This activity provides guided oral practice using the target language． Read the instructions to the class． You will compare the answers you wrote for Activity la．
Look at the example in the speech bubbles． Invite a pair of students to read it to the class．
SA: Recycling paper is really easy．
SB: I agree． But it’s hard to stop riding in cars．
Look back at the list of items in Activity 1a again． First one student makes a statement． Then the other student agrees or disagrees with it． You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．
Have students work