新目标初中九年级下册英语全册教案下载DOC

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tests．
Step Ⅴ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the tasks to the students, and ask them to have a look at the sample answers．
Ask the students to do the activity in groups of five． Encourage each student to come up with a problem and a solution, and report them to their own group． The groups discuss the problems and solutions together, explaining the problems and solutions．
Check the answers by asking each group to explain the problems and solutions．
Try to ask for more solutions from other groups for each problem．
Sample answers
Problem        Solution
Homework is too difficult．        Make friends with brilliant students．
The rules of the school are too strict．        Remember that they are part of your job as a student．
There is too little time to play．        Your concern is to learn as a student．
Worry about the future．        Think of something worse．
Always quarrel with classmates．        Try to see it from another person’s eyes．
Step Ⅵ Summary
We have read a very helpful article in this class． And we’ve learned how to solve the problems． We discussed the problems we had at school and the solutions． We have done much practice on comprehension．
Step Ⅶ Homework
Read the article in Activity 2 again for further comprehension．
Try to solve your own problems and help the others．
Step Ⅷ Blackboard Design
Reading: No Problem
The Seventh Period
Answers to Activity 3:
solve b; complain a; your concern c; trust e; wheelchair f; brilliant d
Sample answers to activity 4:
1． Tell yourself to forget．
2． He is still a very successful writer and teacher．
3． Angry or unhappy people may do things to make you angry．
4． You probably don’t need a wheelchair to more or a computer to help you talk．
5． A student’s most important job is to learn and show how he or she learns on tests．



Unit 9 When was it invented?
The First Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary invent
（2） Target Language
When was the telephone invented?
I think it was invented in 1876．
2．Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to talk about the history of inventions．
（3）Train the students’ listening and speaking skills with the target language．
3． Moral Objects
Many important inventions have changed the world a lot． Do you know the inventors of them? And when were they invented?
Ⅱ． Teaching Key Points
1． Key Vocabulary
invent
2． Target Language
Talk about the history of inventions．
Ⅲ． Teaching Difficult Points
1． Train the students to talk about the history of inventions．
2． Train the students to understand the target language in spoken conversation．
Ⅳ． Teaching Methods
1． Listening．
2． Groupwork．
3． Pairwork．
Ⅴ． Teaching Aids
1． A tape recorder．
2． Some pictures or real objects of the inventions．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 9．
Ask some students to say something about Tina and the stories happened on April Fool’s Day． Encourage them to use the Past Perfect Tense．
2． Check the homework by asking some students to share the sentences they made with the verbs with the class．
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions．
Read the inventions to the students．
Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years．
Point to each picture and let the students tell what it is．
Write the names of the five inventions on the blackboard．
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board．
Ask the class to repeat the questions and answers like this．
T: When was the computer invented?
Class repeat．
SS: When was the computer invented?
T:  Good． Now Tom, what is your guess?
S1: 1965．
T: OK． Tom, repeat after me． The computer was invented in 1965．
T: Class, please repeat．
SS: The computer was

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invented in 1965．
Repeat the process with several different inventions．
Tell the children that they will find out the real dates after they complete the lesson．
After that, ask the students the questions below:
Questions:
1． Which one do you think is the oldest?
2． Which one is the newest?
3． Which one do you think is the oldest or the first invention?
4． Which one is the newest or last invention?
Ask different students to answer the questions．
Have the students look at the example conversation in the box． Ask two students to read this conversation to the class．
A: I think the telephone was invented before the car．
B: Well, I think the telephone was invented after the car．
Read the instructions again to the students． Remind them to remember the inventions from first to last．
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model．
Ask several groups to tell the class their answers． The rest of the class listen to them and show they have different answers by raising their hands．
In the next activity you will find out the real dates．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Get the whole class to read the instruction together．
Call the students’ attention to the five inventions in the picture． Ask five students to say the names of them．
Then ask them to see the five dates with a blank line in front of each．
We’ll listen to a girl and a woman talking about the five inventions． They will talk about when they were invented． Listen carefully and match the inventions and the dates． Write the correct letter in front of each date as the sample given． Ask them to have a look at the sample answer． Tell them the answer in front of 1876 is d． That means that the telephone, which is letter d, was invented in 1876．
Play the recording the first time． The students only listen and try to catch the main idea．
Play the recording a second time． Let the students match the inventions and the dates．
Check the answers by asking several to say the answers to the class．
If some of the answers are hard to get for the children, tell them not to worry and they will make it next．
Then play the recording again． Pause after each sentence and let the students repeat．
For some difficult sentences, get the students to repeat several times． Be sure that they make everything clear．
Answers
d 1876 a 1885 e 1927 c 1971  b 1976
Tapescript
Girl: Life must have been difficult when you were a kid．
Woman: Oh; not really． Why do you say that?
Girl: Well, you didn’t have many modern inventions． Like, you probably didn’t have a telephone, right?
Woman: Of course we did! How old do you think I am? The telephone was invented in 1876．
Girl: How about cars? I bet cars weren’t invented yet．
Woman: Sure they were． Cars were invented in 1885． My family had a car． I think you need to take a history class, Alice．
Girl: Ha, ha! Well, did you have a TV?
Woman: No, we didn’t． The TV was invented around 1927, I think． Some friends of mine had one． But in those days, TVs were really expensive, and we couldn’t afford one．
Girl: And I bet you didn’t have calculators and computers and stuff． That’s something I do know． We learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976．
Woman: You’re right． I didn’t have those things when I was young． But I do now!
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions and point to the list of dates in Activity 1b．
You will be talking about the dates things were invented with a partner．
Call the students’ attention to the example in the box． Ask a pair of the students to read this conversation to the class．
SA: When was the telephone invented?
SB: I think it was invented in 1876．
Write the conversation on the blackboard．
Then get the students to practice in pairs, using the information in Activity 1b． Tell them to do it like this:

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Student A, covers the dates． Students B, asks Student A when the things in the picture above were invented． Then change roles and practice again．
Ask several pairs to share their conversations with the class．
Step Ⅴ Summary
In this class, we’ve learned to talk about the history of inventions with passive voice． We’ve also done some listening practice in understanding the target language in spoken conversation． And we’ve done much oral practice, using the target language．
Step Ⅵ Homework
1． Write out two conversations in Activity 1a．
2． Write out two conversations in Activity 1c．
Step Ⅶ Blackboard Design
Unit 9 When was it invented?
Section A
The First Period
1． The names of the five inventions:
computer, car, calculator, telephone, TV set
2． Target language:
A: When was the telephone invented?
B: I think it was invented in 1876．

Unit 9 When was it invented?
The Second Period
I． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
be used for, adjustable, heel, battery, operate, slipper, scoop, electric
（2） Target Language
When was the car invented?
It was invented in 1885．
Who were they invented by?
They were invented by Julie Thompson．
What are they used for?
They are used for seeing in the dark．
2． Ability Objects
（1） Train the students’ listening skill．
（2） Train the students’ communicative competence using the target language．
（3） Train the students to use the new vocabulary．
Ⅱ． Teaching Key Points
（1） Listening practice with the target language．
（2） Make communications with target language．
（3） Teach the new vocabulary
Ⅲ． Teaching Difficult Points
1． Teaching the Grammar Focus．
2． The listening practice with the target language．
3． Make communications with the target language．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Check the homework．
2． Revise the target language learned last class． Get the students to ask and answer questions in pairs like this：
SA: When was the telephone invented?
SB: I think it was invented in 1876．
Tell them to ask about all the five inventions．
Step Ⅱ 2a
This activity provides listening practice with the target language and review new vocabulary about inventions．
Show these new words on a screen by a projector．
be used for 用来做……
adjustable adj．可调整的
heel n． （鞋、袜等的）后跟；（足）跟
battery n． 电池
operate v．操作；作业
slipper n． 拖鞋
scoop v． 用勺舀  n．勺子；球形勺；长柄勺
electric adj．电子的；电的
Point to each one and teach them to read．
Do it several times until the children can read them well．
Ask a few students to read the new words． See if they can read each word correctly．
Ask the students to read the instructions together．
Write the names of the inventions on the blackboard:
Shoes with adjustable heels
battery operated slippers
heated ice cream scoop
Read the three names of the inventions and the students repeat． Do some explanation as well．
Then point to the picture of each invention and ask students what they think is interesting about it．
You’ll hear about some interesting inventions． Please listen and number the three inventions in the order that you hear them in the conversation． Write a number in front of each invention to show what order you hear about them．
Play the recording the first time, students only listen． Then play the recording again． Ask the students to write a number on each short line in front of each invention．
Check the answers by asking a student to tell the answers．
Answers
The inventions should be numbered in this order:
3 1 2
Tapescript
Boy: What are those?
Girl: They’re battery-operated slippers．
Boy: What are they used for?
Girl: They’re used for seeing in the dark．
Boy: Oh, that’s cool! Who were they invented by?
Girl: Julie Thompson． And look at this heated ice cream scoop．
Boy: I know what it’s for! It’s used for scooping out really cold ice cream．
Girl: Right． It was invented by Chelsea Lanmon．
Boy: My favorite are

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those shoes with adjustable heels． You know you can move the heels up and down． They were invented by Jayce Coziar and Jamie Ellsworth．
Girl: And what are they used for?
Boy: Well, you can change the style of your shoes． You can make the shoes go from casual to dressy．
Step Ⅲ 2b
This activity provides guided listening practice using the target language．
Get the students to read the instructions together． Be sure that each student knows what to do． Read the three headings Inventions, who was it invented by?
and what is it used for?
Then read the information under each heading． Do some explanation if necessary．
You’ll hear the same recording again．
Please listen carefully to what the people are saying and draw lines to match items in the chart．
Call the students’ attention to the three-part sample given in the chart． Read it to the class and explain it like this:
The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth． They are used for changing the style of a shoe．
After that, play the recording again and the students draw lines to match the items in the three columns．
Check the answers by asking three different students to read their answers to the class．
At last, play the recording for another time and pause after each sentence． The students repeat after it sentence by sentence． Do some explanation if necessary．
Make sure that everyone understands all the details about the conversation．
Answers
shoes with adjustable heels Jayce Coziar and Jamie Ellsworth——changing the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream．
Step Ⅳ 2c
This activity provides guided oral practice using the target language．
Read the instructions to the students．
Ask a pair of the students to read the sample conversation．
SA: What are they used for?
SB: They’re used for seeing in the dark．
Get the students to ask about the three inventions first, using the information in the chart in Activity 2b．
Then let them role play the conversations using the information in the chart in Activity 2c．
Get them to make their own conversations using the information in the chart in Activity 2c like this:
（Pointing to the inventions）
A: What are these?
B: They are battery-operated slippers．
A: What are they used for?
B: They are used for seeing in the dark．
A: Who were they invented by?
B: They were invented by Julie Thompson．
Ask the students to work in pairs． Move around the classroom checking progress and providing help if needed．
Check the answers by calling on different pairs to say their conversations for the class．
StepⅤ Grammar Focus
This activity introduces the target language with the Passive Voice．
Call the students’ attention to the sentences in the grammar box．
Ask four pairs of the students to read the questions and answers in the grammar box．
SA: When was the car invented?
SB: It was invented in i885．
SA: When were electric slippers invented?
SB: They were invented last year．
SA: Who were they invented by?
SB: They were invented by Julie Thompson．
SA: What were they used for?
SB: They were used for seeing in the dark．
Write them on the blackboard．
Let the student think about the structures of these sentences．
Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence．
Circle the words was and were in all the sentences．
Ask: When do we use was in the questions, and were in the questions?
Underline the singular nouns and plural nouns．
Singular items like car use the singular verb was． Plural items like slippers use the plural verb were．
Circle the word invented in all the sentences．
You always use a past participle when you use was plus a verb or were plus a verb． And you can tell the doer with by．
Say something about be used for to the children．
Step Ⅵ Summary
In this class, we’ve done some listening and writing practice with the target language． We’ve also done some oral

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practice in pairs． And we’ve discussed the Passive Voice as well．
StepⅦ Homework
1． Try to remember the new vocabulary on page 77．
2． Write down two conversations in activity 2c．
StepⅧ Blackboard Design
Unit 9 When was it invented?
Section A
The Second Period
1． The names of the inventions and answers of activity 2a:
3 shoes with adjustable heels
1 battery operated slippers
2 heated ice cream scoop
2． Target Language:
A: When was the car invented?
B: It was invented in 1885．
A: When were electric slippers invented?
B: They were invented last year．
A: Who were they invented by?
B: They were invented by Julie Thompson．
A: What are they used [or?
B: They’re used for seeing in tile dark．


Unit 9 When was it invented?
The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
bulb, light bulb, microwave, oven, microwave oven, island
（2）Target Language
What is the microwave oven used for?
It is used for cooking．
2． Ability Objects
Train the students’ writing and speaking skills with the target language．
3． Moral Objects
If you are alone on a tiny island, what inventions would you like to have on the island with you?
Ⅱ． Teaching Key Points
1． Talk about the helpful inventions and annoying inventions．
2． Guide the students to discuss their opinions on the inventions．
Ⅲ． Teaching Difficult Points
1． Discuss the opinions on the inventions．
2． Use the target language to describe the inventions．
Ⅳ． Teaching Methods
1． Pairwork
2． Groupwork
Ⅴ． Teaching Aids
Some pictures of the helpful inventions and annoying inventions．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the three inventions talked last class． Ask about the names of the three inventions． Help the students answer:
shoes with adjustable heels
battery-operated sneakers
heated ice cream scoop
Then ask the two questions below on each invention:
a． Who was it invented by?
b． What is it used for?
2． Revise the target language with the Passive Voice in Grammar Focus by asking several ones to read the sentences．
3． Check the homework． Dictate the words below:
bulb, light bulb, microwave oven, island
Step Ⅱ 3a
This activity provides practice with listening, speaking, reading and writing using the target language．
Call the students’ attention to the three pictures of three inventions．
Teach them to read the names of the inventions． Do it like this:
T: Look at the first picture, please． We can see the name under the picture．
Now read after me, alarm clock．
SS: Alarm clock．
Do the same with light bulb and microwave oven．
Then read the instructions to the students．
Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner,
A vacuum cleaner is helpful．
Then show a picture of a truck to the class．
A very loud truck is annoying．
Then let the students look at the three pictures in the textbook．
Ask these questions on each invention:
1． Is this invention useful or annoying?
2． What is it used for?
Then ask the whole class ask and answer the two questions above in pairs．
Read the instructions to the students again．
Point to the chart in the textbook． Tell the students to fill in the blanks with other helpful and annoying inventions on their own．
Give the class about five minutes to do this．
As they work, move around the’ room providing some names of inventions to them and answering questions as necessary．
Point out the sample answer in the box before they start writing．
After they have all finished, ask some students to read their answers to the class． Then get the students to work with their partners． Have each student talk about their list with another student, asking each other questions． For example,
What is your first helpful invention?
Why do you think it is helpful?
Sample answers
Helpful Inventions Annoying Inventions
1． bike         1． recorder
2． TV set       2． guitar
3． computer     3． tractor
4． plane        4． loudspeaker
5． umbrella     5． mobile phone
StepⅢ 3b
This

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activity provides listening and speaking practice using the target language．
Ask the students to read the instructions together．
I think the most helpful invention is the computer because it has changed the world a lot．
Then ask a pair of the students to model the sample dialogue:
SA : What do you think is the most helpful invention?
SB: I think the most helpful invention is the light bulb．
SA: Why is that?
SB: Well, it gives people more time to work and play every day．
Correct any pronunciation errors． Make sure they are providing a good model． Write the conversation on the blackboard．
After that, get the class to work in pairs and complete the work．
Please discuss your opinions in Activity 3a with your partner now．
Ask some ones to tell the class about their partners’ opinions and reasons． They may say like this:
Zhang Ming thinks the most helpful invention is the car because it makes our travel easier．
Step Ⅳ Part 4
This activity provides oral practice using the target language．
Ask the students to see the picture first．
And encourage some students to describe it． They may say like this: The man is alone on a tiny island． He is sitting under a tree and thinking． What can he see around the island is water．
Then read the instructions to the class．
Do some explanation if necessary． Make sure each student can understand the instructions and know what to do．
Tell the class to discuss in groups of four．
Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you． Each group has to tell what you choose and why．
Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a． And they can also use any other items they can think of as they talk to their partners． Tell them to use the statement in the box as the beginning．
Ask two students to read it to the class．
SA: I’d like to have a radio because I could listen to music all day．
SB: Yes, but that’s not going to help you leave the island． I think it would be better to have…
Have the students work in groups of four． Move around the classroom and helping students as necessary．
Ask each group to share their statements with the class． Compare their inventions and decide which ones are the most helpful．
Sample conversation:
A: I’d like to have a radio because I could listen to music all day．
B: Yes, but that’s not going to help you leave the island． I think it would be better to have a mobile phone． So you can contact anyone who can save you．
C: I don’t agree with you． I think you should choose a computer． It will help you to ask for help from all over the world．
D: …
StepⅤ Summary
In this class, we’ve learned more about the inventions． And we’ve done much oral practice talking about the inventions．
Step Ⅵ Homework
1． Remeber the new words on page 78．
2． Write down the conversations in Activity 3 b．
3． Write down the conversation in Activity 3c．
Step Ⅶ Blackboard Design
Unit 9 When was it invented?
Section A
The Third Period
Target language:
A: What do you think is the most helpful invention?
B: I think the most helpful invention is the light bulb．
A: Why is that?
B: Well, it gives people more time to work and play every day．


Unit 9 When was it invented?
The Fourth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle
（2）Target Language
Did you know potato chips were invented by mistake?
No, I didn’t know that． Who invented them?
2．Ability Objects
（1）Train the． students’ reading, writing, speaking and listening skills with the Target language．
（2）Train the students to use the new vocabulary．
3．Moral Objects
you enjoy eating the potato chips?
Have you ever thought of the history of the chips?
Ⅱ． Teaching Key Points
1． Train the students’ reading, writing, speaking and listening skills with the target language．
2． Teach the students to use the new vocabulary

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correctly．
Ⅲ． Teaching Difficult Points
Do the listening practice．
Ⅳ． Teaching Methods
1．Listening
2． Pairwork
Ⅴ． Teaching Aids
1． A tape recorder
2． Some bags of potato chips．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Check the homework by asking some children to read their conversations to the class．
2． Ask some questions about the inventions． For example, what do you think is the most helpful invention?
3． Dictate the words below:
bulb light, microwave oven, island．
Step Ⅱ 1a
This activity introduces new vocabulary．
First, show the new vocabulary on the screen by a projector．
sweet adj．甜的；含糖的
salty adj． 咸的；含盐的
crispy adj．脆的；易碎的
sour adj． 酸的；酸味的
potato n． 土豆
chip n． （食物等）片
mistake n．错误；过去；误解
by mistake 错误地
thin adj． 薄的；细的
in the end最后；终于
chef n．厨师
sprinkle v．撒（粉末状物）；洒（液体）
Point to each word on the screen and teach the students to read one by one． Do it several times until the children can read the new words fluently．
Read the instructions to the class．
Point out the four adjectives on the left．
Have them read the four words together．
Then ask some different students to read them． Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means．
For example, help the students explain it like this:
Sweet is used for describing something that tastes like sugar or honey． It’s the opposite word of sour．
After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea．
Please choose the words in the box to describe how the food in the pictures tastes．
Write them under the correct pictures．
Note that some pictures have more than one word．
Tell them to see the example answer before writing．
After a while, check the answers by asking several students to read their answers to the class．
Answers:
potato chips: crispy, salty
lemon: sour
ice cream: sweet
tea: sweet
Optional activity
Bring some foods that taste sweet, crispy, salty and sour to the class． Have some students, one at a time, taste little pieces of each food． Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour． Students may one more than one word to describe some foods．
Step Ⅲ 1b
This activity provides practice using the new vocabulary and writing familiar words．
Ask the students to read the instructions together．
Point out the four taste words． Then point to the sample answer given．
Please write the name of a different food after each word．
You can write the name of any food you know in the blank． Can you think of other sweet food now? （apple, orange, etc．）
Ask the students to complete the activity on their own．
After they all finish writing, ask some students to read their answers to the class．
Check the answers with the whole class．
Answers:
Answers will vary but may include:
sweet: apple, orange juice, soda, cake, honey
crispy: french fries, salad, lettuce
salty: french fries, olives, pepperoni, pizza, popcorn
sour: pickle, grapefruit
Step Ⅳ 2a
This activity gives students practice understanding the target language in spoken conversation．
Let the students read the instructions together． Be sure that they all know what to do．
Call the students’ attention to the six sentences in the box． Ask six different students to read them and do some explanation in their own words on each sentence．
After that, get the students to guess what they will hear about．
Maybe someone can answer like this, may listen to something about the potato chips． Show some bags of potato chips them or even let some children taste the chips．
Yes． You’ll hear a story about the invention of the potato chips． Please look at the first sentence now． It is a sample answer given． The statement is true so the letter T is circled．
Then play the recording first． Students only listen．
Play the recording again． Ask the children to listen and circle T for