新目标初中九年级下册英语全册教案下载DOC

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they been on TV yet?
Yes, they’ve been on TV lots of times by listening and speaking．
Step Ⅶ Homework
Talk about some bands using the target language, and write down the conversations．
Step Ⅷ Blackboard Design
Unit 14 Have you packed yet?
Section B
The Fourth Period
Target language:
A: Have they been on TV yet?
B: Yes, they’ve been on TV lots of times．


Unit 14 Have you packed yet?
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
hit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start
（2） Practise reading an article．
（3） Practise writing something using the target language．
2． Ability Objects
（1） Improve students’ integrating skills—reading skill and writing skill．
（2） Improve students’ speaking ability by groupwork．
3． Moral Object
It is good for us to listen to music in the busy life． Music can make us relaxed, and we can work better．
Ⅱ． Teaching Key Point
Practise 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 by groupwork．
Ⅳ． Teaching Methods
1． Reading method to improve students’ reading ability．
2． Writing method to improve students’ writing ability．
3． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A projetor
2． The blackboard
Ⅵ． 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
This activity provides reading practice using the target language．
Teach the new words． Show the new words on the screen by a projector．
scene n． （戏剧、歌剧等）的发生地点；背景
last adj． 最近的；最后的
major adj． 较大的；较大范围的
hit n． 成功而轰动一时的事物（如歌曲等）
appear v． 出现；露面；（公开）演出
miss v． 错过；遗漏
lead n． 主角；领导
mostly adv． 主要地；大部分
some day 来日；将来某一日
be off 离开；走开
air n． （音乐）曲调；旋律；乐曲
poem n． 诗；韵文
Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．
Look at the article Don’t miss the New Ocean Waves! 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．
Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）
Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．
Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts． Ask students to circ1e the words had three major concerts． One thing they haven’t done is They’re going to appear on CCTV next month． Let students underline those words appear on CCTV． Get students to finish the work on their own．
Check the answers with the class．
Answers
Circled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．
Underlined; appear on CCTV; go on a world tour; hope to have a number one hit
Notes
1． hit—successful attempt or performance, for example, hit songs, songs that win wide popularity
2: lead—principal part in a play; actor or actress who plays such a part．
3． some day—on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future
4． charity—（kindness in giving）help to the poor; money, food, etc． so given
Step Ⅲ 3b
This activity provides reading and writing practice using the target language． Read the instructions aloud to the class． Get a students to read the sentences at the beginning of the paragraph to the class． Tell students that they should look back at Activity 2b and finish

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writing the paragraph using the information in Activity 2b． Have students finish the paragraph on their own． While they are working, walk around the classroom offering help and answering questions as needed． When they finish, invite a student to read his or her completed paragraph to the class．
A sample paragraph
Apple Ice Cream is a rock band． They have been together for about a year． They have written their own original songs although they used to sing other people’s songs． They won "The Best New Group of the year．" award last year． They haven’t made a music video yet, but they’ve had six concerts of their own．
They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month．
Step Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions Write about your favorite band aloud． Then ask several students to say the name of the band they want to write about． （For example, F4, Twins, Beyond and Backstreet Boys．）
Make sure students know enough about the band they choose to write at least five sentences．
Get students to use the paragraph in Activity 3b as a sample． When they work, walk around the classroom offering more help if needed． When they finish, invite a student to read his/her composition as an example, with different students contributing sentences and correcting each other’s information．
A sample composition
Backstreet Boys is a pop band． They have been together for nearly ten years． There are five American singers in the band．
They have already written their own original songs． They have already made many music records and have had many concerts of their own． They have won many awards many times． But they haven’t been to China yet． I hope they can come to China to have a concert this year．
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Read the instructions to the whole class．
Invite a good student to give an example of things that he or she has done． Make sure students understand what to do． Give students a few minutes to do the surveys in pairs． Get a pair of students to model the sample dialogue．
SA: Have you ever been to a concert?
SB: Yes, I have． I went to the National Day Concert last year．
SA: Did you enjoy it?
SB: Yes, they had a great air show．
Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
Have students complete the work in pairs． Get a few students to share the results of their surveys．
A sample survey
Have you ever…        You        Li Ping
（student’s name）        Wang Gang
（student’s name）
Been to a concert        National Day Concert        New Year Concert       
Been to a Zoo        Beijing zoo               
Collected something                Stamps        Coins
Painted a picture        A picture of horse               
Played a musical instrument        Violin        Guitar        Piano
Sung in front of other people                       
Taken a train                       
Visited a farm        Xing sheng Farm                Guangming Farm
Written a poem                A Little Girl       
Have some pairs say their dialogues．
Dialogue 1
S1: Have you ever played a musical instrument?
Li Ping: Yes． I have． I played the guitar last month．
S1: Did you enjoy it?
Li Ping: Yes, it made me happy and relaxed．
Dialogue 2
S2: Have you ever collected something?
Wang Gang: Yes, I have． I collected coins last year．
S2: Did you enjoy it?
Wang Gang: Yes, I learned some knowledge from it． It was very interesting and meaningful．
Note
air—（old use）tune
Step Ⅵ Summary
In this class, we’re done a lot of practice reading and writing as well as speaking．
Step Ⅶ Homework
1． Read the article in Activity 3a again．
2． Complete the article in 3c．
3． Do the survey in Activity 4 if students haven’t finish it．
Step Ⅷ Blackboard Design
Unit 14 Have you packed yet?
Section B
The Fifth Period
Answers to Activity 3b:
Apple Ice Cream is a rock band．
They have been together for about a year． They have written their own original songs． They won "The Best New Group of the Year" award last year．
They haven’t made a music video yet, but they’ve

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had six concerts of their own． They haven’t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month．


Unit 14 Have you packed yet?
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Fill in the blanks and make sentences using lock, clean out, feed, chat, hear
（2） Finish the table according to the conversation．
2． Ability Object
Train students’ writing ability．
3． Moral Object
Opportunity belongs to those who have made full preparation．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Finish the table．
Teaching Difficult Point
Make sentences using lock, clean out, feed, chat, hear．
Ⅳ． Teaching Methods
1． Teaching by explanation
2． Speaking method
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Check homework． Ask a few students to read the article in 3a． Then Have a student read his or her own article．
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit．
Look at the words in the box． Get a student to read them． Make sure the students understand the meaning of the words． Then say, Please 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．
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．
1． Have you fed the dog and cleaned your room?
2． Don’t forget to lock the door if you are the last person to leave．
3． I need to clean out my cupboard． I never use the things in it anymore．
4． My friend from America called me yesterday． We chatted for hours．
5． Have you heard the new song from Mariah Carey? It’s very good．
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． Don’t forget to lock the door after you go out．
2． You should clean out your bed your self．
3． I have already fed the dog．
4． We chatted for a long time when we met last time．
5． We listened carefully but could hear nothing．
Step Ⅲ Part 2
This activity provides reading, writing, listening and speaking practice using the target language．
Go through the instructions for this activity with the whole class． Invite a pair of students to read the dialogue aloud． Correct any pronunciation errors to make
sure the two students are providing a good model for the rest of the class．
Sue: Have you done your chores? We are leaving in an hour．
Jerry: I’ve done some of them．
Sue: Have you packed your bag?
Jerry: It’s in the front hall．
Sue: Have you said goodbye to grandma?
Jerry: The telephone was busy．
Sue: And have you watered the plants yet?
Jerry: Oh, no． I haven’t． I’ll do it now．
Sue: Have you cleaned your room?
Jerry: Do I need to?
Sue: Yes, you do．
Jerry: Okay．
Sue: What else? Oh yeah． Have you washed the dishes?
Jerry: it’s your job to wash the dishes．
Sue: No, it’s your turn．
Jerry: Okay． I’ll do it．
Sue: One more thing． Have you gotten the mail from the mail box?
Jerry: Look on the table．
Sue: Thanks．
Let students read the conversation in pairs again． Ask students to say the first thing that Jerry has done． （He has packed his bag）Then get students to make the list individually． While they are working． walk around the classroom providing help if needed．
Review the task． Get a few students to share their answers．
Answers
Things he has done
1． packed his bag
2． gotten the mail
Things he hasn’t done yet
1． said goodbye to Grandma
2． watered （he plants
3． cleaned his room
4． washed the dishes
Notes
1． The telephone was busy． =The line was busy．
2． gotten—（American English） It is the past participle of get． In British English, the form is

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got．
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language． Ask two students to read the conversation aloud
A: Please water the plants．
b: I’ve already watered them．
Get all the students to read the conversation again． Then let students look at the picture． Ask, What is funny about this cartoon? Help students to explain． The boy gave the plants too much water．
Ask some pairs of students to present this conversation to the rest of the class．
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． After class, please make sentences using the words in, Activity 1 in your exercise books． Then finish off the exercises on pages 58～60 of the workbook．
Step Ⅵ Blackboard Design
Unit 14 Have you packed yet?
Self check
The Sixth Period
Sample answers to Activity 1:
1． Don’t forget to lock the door after you go out．
2． You should clean out your bed yourself．
3． I have already fed the dog．
4． We chatted for a long time when we met last time．
5． We listened carefully but could hear nothing．


Unit 14 Have you packed yet?
The Seventh Period

Reading． Students find Chinese roots．
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Key Vocabulary
root, ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in search of, turning point
Text: Students find Chinese roots
2． Ability Objects
Fast-reading to get a general idea of the text．
Careful-reading to get the detailed information in the text．
Learn the words and phrases from the context．
3． Moral Object
China is our homeland． Wherever we are． we never forget we are Chinese． We love China forever．
Ⅱ． Teaching key Points
Key vocabulary
Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Methods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Pairwork and groupwork．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
root n． 根；根部；根源
overseas adj． 外国的；海外的
ancestor n． 祖先；祖宗
homeland n． 祖国；家乡
search v． 搜寻；搜索
in search of 寻找；寻求
affair n． 事；事务；业务
Overseas Chinese Affairs Office 中国海外事务管理局
Netherlands n． 荷兰
Austria n． 奥地利
Germany n． 德国
Indonesia n． 印度尼西亚
mainly adv． 主要地；重要地
highlight v． 强调；使突出
buffalo n． 水牛；野牛
farmer n． 农民；农场主
field n． 田间；田地
move n． 被感动
deeply adv． 深刻地；强烈地
point n． 点；处；地点
turning point 转折点
culturally adv． 文化地；人文地
ancestrally adv． 祖先地
grave n． 墓穴；坟墓
historian n． 历史学家；史学家
strongly adv． 强有力地；强劲地
clear v． 消除；扫除
abroad adv． 在国外；海外
connect v． 连接，关联
local adj． 地方的；当地的
Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
This activity allows students to activate their background knowledge before attempting the reading．
Look at the picture． Let students describe what is happening in the picture． Read the title aloud． Get students to predict what they think the article is about, based on the title．
Have students finish Task 1． But don’t look at the reading text． Instead, they suetheir background knowledge to try to answer the questions． As students work,
walk around, looking at their progress．
When most students complete the task, let students answer the questions with a  partner．
Elicit answers from Students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ 2a
This activity encourages students to predict what they are about to read．
Go through the

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instructions with the students． Get them to complete the task in small groups． When they work, walk around the classroom and make sure students discuss in English their reasons for selecting each word． Ask students to report their answers． Vote on the most likely words．
Answers will vary． But it is likely students will select culture, family, history, grandfather and tradition．
Step Ⅳ 2b
This activity builds on Activity 2a and asks students to confirm their predictions． Look at the instructions． Ask students to go through the reading to complete the task in small groups． Let students report their answers．
Answers
culture family Guangdong grandfather
Step Ⅴ Part 3
This activity encourages students to use the strategy of reading context． Look at the story． Find out the words indicated in bold． Let different students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension． Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．
Check the answers．
Answers
root e ancestor a hardly g highlight b well c turning point d abroad f
Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard． Help correct any mistakes．
Sample answers
1． Pull up the plant by roots．
2． My ancestor’s hometown is in Shandong Province．
3． I can hardly believe that．
4． This is the highlight of the story．
5． There was only one well in our village in the past．
6． Work hard and there will be a turning point．
7． Do you want to travel abroad?
Step Ⅵ Part 4
This activity helps students read for specific information and paraphrase ideas．
Go through the instructions with the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Let students do the activity individually or in pairs． Students should try to remember or guess the answers before looking at the reading． Check the answers． Let different students to give their answers． Ask students to give correct statements for the false statements．
Sample answers
T T T F （It started in 1980） T
Step Ⅶ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the task aloud to the class． Get students to do the activity in small groups． Help students think of different activities that overseas Chinese might find interesting．
Check the answers． Let students share their answers with the class and agree on the best activities and reasons．
Optional activity
As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents．
Culture note
Does everyone want to talk about his or her ancestors? Not really． Some people may have been adopted or may have divorced parents that they do not care to discuss． Some Australians are also sensitive about their ancestors for a different reason． In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences． These offences were often mild for such a punishment, for example, a hungry child stealing a loaf of bread． Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact．
Step Ⅷ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅸ． Homework
1． Read the story in Activity 2b again for further comprehension．
2． Revise the target language in this unit．
Step Ⅹ．

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Blackboard Design
Reading: Students find Chinese roots．
The Seventh Period
Sample answers to Activity 3:
1． Pull up the plant by roots．
2． My ancestor’s hometown is in Shandong Province．
3． I can hardly believe that．
4． This is the highlight of the story．
5． There was only one well in our village in the past．
6． Work hard and there will be a turning point．
7． Do you want to travel abroad?

Unit 15 We’re trying to save the manatees!
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary：manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted
（2） Target Language：
I am like this animal because I am strong and intelligent．
I like water, and I like to eat vegetables．
You’re like an elephant．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ communicative competence．
3． Moral Object
Love all kinds of animals because they are our friends．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Didactic to learn the new vocabulary．
2． Listening-and-answering activity to help
students go through with the listening material．
3． Groupwork to make every student work in class,
Ⅴ． Teaching Aids：A tape recorder ，The blackboard，a projector
Ⅵ． Teaching Procedures
Step I Lead-in
Learn some new word in the list of vocabulary.
And give students 5 minutes to memorize the words
Show some pictures of animals to learn the new nouns for animals and adjectives to describe them to brainstorm the new words.
Step Ⅱ 1a
This activity introduces the key vocabulary．
Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．
African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．
Make sure students can read the words correctly and fluently．
Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered with soft hair． Ask some students to explain any words students may not understand．
An enormous animal is very great．
A playful animal is full of fun．
An aggressive animal is fond of quarrels and quick-tempered．
A spotted animal is marked with spots．
Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures．
Check the answers with the whole class．
Let students say the words they wrote under each heading．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Go through the instructions with the class． Look back at the list of words in Activity 1a． You will hear Ginny and Victor talk about the animals in the picture in Activity 1a． Now please listen to the recording carefully and circle the words on the list that they use to describe the animals．
Play the recording the first time． This time students only listen． Play the recording a second time． Now listen to the recording again and circle the words you hear on the recording．
Check the answers．
Step Ⅳ 1c
This activity provides oral practice using the target language．
Go through the instructions with the whole class．
Look at the sample conversation in the box and get three students to read it aloud to the class．
SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．
SB: You’re like an

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elephant．
SA: No．
SC: You’re like a manatee．
SA: Yes!
Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement．
Say, You can write a sentence or two that describes how you are similar to the animal you choose． Don’t say the name of the animal．
A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about．
Note
like—（here prep． ）in the manner of
Step Ⅴ Summary
In this class, we’ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted． We’ve also learned the target language I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables． You are like an elephant． No． You’re like a manatee． Yes!
Step Ⅵ Homework
1． Get students to write down some statements and read them to their partners．Let the partners guess what animals they are talking about．
2． Review the new words in the box in Activity 1a．
Teaching Record:
Students did well in the learning of new words, and they also can use the new adjectives freely. It’s a good chance to know students when they talked about what they were like.

Unit 15 We’re trying to save the manatees!
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,
foot, weigh, pound
（2） Target Language
How big are manatees?
They’re about 10 feet long and they weigh about 1 000 pounds．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ speaking ability．
（3） Train students’ the ability of using grammar focus．
3． Moral Object
We must be fully aware of the importance of reducing pollution and protecting animals．
Ⅱ． Teaching Key Points
1． Key Vocabulary
endangered, mangrove, swamps, habitat, aquatic feed
2． Target Language
How big are manatees?
They’re about 10 feet long and they weigh about 1 000 pounds．
3． Structures
Present progressive
We’re trying to save the manatees．
Present
Manatees eat about 100 pounds of food a day．
Past with "used to"
There used to be a lot of manatees．
Passive voice
In 1972, it was discovered that they were endangered．
Present perfect
Some of the swamps have become polluted．
Ⅲ． Teaching Difficult Points
1． the target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork to make every student work in class．
3． Review, explanation, inductive methods
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Get some pairs to act out their conversations． When they work, the rest of students also guess what animals they are talking about．
Step Ⅱ 2a
This activity provides guided listening practice using the target language． Look at the picture． Ask, What can you see in the picture? （A manatee is in the water．）
Go through the instructions with the class． You will hear two people talking about manatees． Listen and draw a line between each word and its definition．
Read the sample answer． Then say, The word endangered means there aren’t very many of this animal left in the world． The manatee is endangered because there aren’t very many of these animals．
Play the recording for students the first time． This time students only listen to the recording carefully． Play the recording a second time． This time students draw lines between each word and its definition．
Check the answers with the class．
Step Ⅲ 2b
This activity provides listening practice u-sing the target language．
Go through the instructions with the class． Look at the headings in the chart and the blanks next to each heading． You will hear the same recording again． This time listen carefully to what both people say and fill in the blanks in the chart． Look at the sample