新目标初中九年级下册英语全册教案下载DOC

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true or F for false．
Check the answers with the whole class．
Answers
1． T 2． F 3． T 4． F 5． F 6． T
Tapescript
Boy 1: Hey, did you know that potato chips were invented by mistake?
Boy 2: Really? What do you mean?
Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum．
Boy 2: When was that?
Boy 1: Oh, it was way back in 1853．
Boy 2: So, why was it an accident?
Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．
Boy 2: So what happened?
Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy．
And he sprinkled lots of salt on them so they were really salty．
He thought the customer would hate them．
Boy 2: And?
Boy 1: And the customer loved them and asked for more． He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips．
Boy 2:And we’re still eating them today．
What a cool story!
Boy 1: Yeah．
StepⅤ 2b
This activity gives students practice in understanding and writing the target language．
Get the students to read the instructions together．
Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening．
You’ll listen to the same recording again．
Before I play the recording, please try to give the answers by memory, or just by guessing．
It doesn’t matter whether your answers are right or wrong．
After a while, have the students get ready to listen．
Play the recording again． Ask the students to fill in the blanks with the words they hear．
Get several students to share their answers with the class． Correct the answers with the whole class．
Answers
1． Did you know 2． were invented
3． 1853         4． were crispy 5． really salty
StepⅥ 2c
This activity provides guided oral practice using the target language．
Play the recording of the history of chips again． Pause for the students to repeat after it． Get the students to read after the tape at least twice． Tell them to try their best to copy the pronunciation of the recording．
Read the instructions to the class． Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b．
Ask a pair of the students to read the model conversation in the box．
SA: Did you know potato chips were invented by mistake?
SB: Wow, I didn’t know that． Who invented them
SA: They were invented by a chef called George Crum．
Write the conversation on the black board．
Then ask another pair to make a conversation or continue the model conversation．
They may say like this:
A: Did you know potato chips were invented by mistake?
B: Wow, I didn’t know that． Who invented them?
A: They were invented by a chef called George Crum．
B: Why was it an accident? Can you tell me the story?
A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．
B: What happened next?
A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy．
He sprinkled lots of salt on them so they were really salty． He thought the customers would hate them．
B: Go ahead, please．
A: And the customer loved them and asked for more．
B: What a cool story!
Step Ⅶ Summary
In this class, we’ve learned to describe how food tastes with some new adjectives． And we’ve done much listening practice on the target language． At last, we did some oral practice by making our own conversations．
Step Ⅷ Homework
1． Try to remember the new words learned today．
2． Write out the conversation that you made by yourselves in Activity 2c．
StepⅨ Blackboard Design
Unit 9 When was it invented?
Section B
The Fourth Period
Target Language:
A: Did you know potato chips were invented by mistake?
B: Wow, I didn’t know that． Who invented them?
A: They were invented by a chef called George

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Crum．


Unit 9 When was it invented?
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
by accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain． notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery． Bridgeport, Connecticut, throw, special
（2） The reading passage about tea．
（3） The writing passage about the flying disk．
2． Ability Objects
（1） Train the students’ reading skill on how to answer the questions．
（2） Train the students’ writing skill by writing an article．
（3） Train the students’ speaking skill．
3． Moral Objects
China is among the leading countries in tea production in the world． Let’s learn some history about the invention of tea．
Ⅱ． Teaching Key Points
1． The reading passage about tea．
2． Lots of new words．
3． The writing practice on the invention the flying disk．
Ⅲ． Teaching Difficult Points
1． To teach the students so many new word in a single class．
2． To help the students understand． the reading passage．
3． To direct the students to write the article．
Ⅳ． Teaching Methods
1． Understanding the passage by answering the questions．
2． Doing writing practice by writing similar articles to the model one．
3． Pairwork．
Ⅴ． Teaching Aids
1． Some real different kinds of tea and a real flying disk．
2． A projector．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the history of chips by asking the following questions:
Were the potato chips invented by mistake?
When were they invented?
Who invented the potato chips?
How were the potato chips invented?
2． Dictate the words below:
sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin．
3． Check the homework．
Step Ⅱ 3a
This activity provides reading practice using the target language．
First, show the new words in the reading passage on a screen by a projector:
by accident 偶然；意外
beverage n． 饮料
thousand n．一千；许多
according adj． 相符的；一致的
according to 根据……；按照
ancient adj． 古代的；古老的
legend n． 传说；传奇故事
emperor n． 皇帝；君主
boil v．煮沸；烧开
fire n． 火； 炉火
leaf n． 叶；树叶 （ pl． leaves）
nearby adj．临近的；附近的 adv． 在附近
fall into落入；陷入
remain v．保持；剩余；残余
notice v． 注意到 n． 注意 ；通知
produce v． 生产；制造；产生
pleasant adj．舒适的；令人愉快的
smell n． 气味；嗅觉
taste v． 尝；品尝
in this way 这样
Point to each word on the screen and teach the children to read it． Do it several times until the students can read each word correctly． Ask some students to read the words to the class to see if they can pronounce each word correctly．
Ask the students to read the instructions together．
Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips． Now there is a passage about the invention of tea． Please read the article silently by yourselves now and write out the answers to the questions beneath the article．
Read these four questions to the class:
1． What is the article about?
2． When was it invented?
3． Who was it invented by?
4． How was it invented?
Tell them to read the article at least twice．
They can try to catch the main idea the first time and answer the questions the second time． Tell them to circle any words or phrases that they don’t understand．
Ask four different students to read their answers to the class． Then ask some others to decide if their answers are right．
Anyone in the class can provide his or her different answers to the class．
Check the answers with the class．
Then encourage the children to ask questions on the words or phrases that they don’t understand, Ask other students to explain or define the new words in their own words, but make sure that they can be understood．
Have the children correct their answers in writing and read the article loudly several times．
Answers
1． The article is about the invention of tea．
2． It was

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invented over three thousand years ago．
3． It was invented by the Chinese emperor, Shen Nong．
4． It was invented by accident．
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Ask the whole class to read the instructions together．
Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English．
You’ll have to write an article using the notes in the box． The article will tell how the flying disk was invented． At first, let’s go over the notes in the box． There are some new words．
Go over the notes with the class． Point out the new words． Teach them to read and do some explanation at the same time． Make sure that all the students make everything in the notes clear．
Then ask the children to look at the contents and the picture in the right box．
Look at the picture in the right box． We can see a flying plate in the animal’s mouth． And the title of the article has been given--From pie plate to flying disk． Also the first sentence has already been given to us． Let’s read the title and the first sentence together now．
Have the students read together．
Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence．
Let them think for a while． Then ask several ones to say their sentences to the class． The sentences will vary, but have to be correct and meaningful．
For example, someone may say like this:
The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut．
Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article． Let them work in pairs, listen to and help each other．
After that, get the students to write their own articles． More around the classroom while they are writing, checking progress and offering help as necessary．
Next, ask several students to share their articles with the class．
Correct the mistakes they may have made
If time permits, get the students to work in pairs and check each other’s article．
Sample writing:
The flying disk is a toy which was invented by a group of college students． It was invented in the 1950s．
In fact, the students didn’t invent it．
They just discovered it． The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut． The students there liked to eat the bakery’s pies． And then they threw the pie plates around． A company began making plastic disk． Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September．
Don’t you think it’s amazing that all this started from a pie plate?
Step Ⅳ 4a
This activity provides reading and writing practice using the target language．
Read the instructions to the students．
There is always something that we hate doing． For example, I hate cleaning the blackboard． What about you?
Then ask some children to say the things they don’t like doing to the class．
After that, continue saying． Now please think of an invention that could help you．
For me, I want to invent a self-cleaning board with something like a car’s windsheld wipers． Then I would never need to clean the blackboard myself． What about you?
Get the students to discuss the things they hate doing and the inventions that could help them． Let them work in pairs．
Then call the children’s attention to the chart on the right．
Get them to look at the sample answer and try to complete the chart first．
Ask some children to give their answers to the blanks of use and price． Such as,
Use: to write tests instead of me by listening to me
Price: one hundred yuan per pen
Then get the students to fill in the chart with the details of their own inventions．
Don’t review the task． It will be done in the next task．
Step Ⅴ 4b
This activity provides listening and speaking practice using the target language．
Read the instructions to the class．
Get the students to ask and answer questions about their inventions

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in pairs first．
Ask a pair to make a model conversation before the whole begin practicing． For example, they may say like,
（ B—Businessperson , I—Inventor）
B: Excuse me, what invention was invented by you?
I: A special pen．
B: What is it used for?
I: It is used for writing tests． While the test is on, the pen can write tests instead of persons according to what its owner tells it．
B: Wow, that’s great． How much would you like to sell it for?
I: I hope I can get 100 yuan．
B: OK． I will try to sell it to the class．
After that, let the students work in pairs, Imagine one is a businessperson and the other is an inventor while they are practicing．
Ask several pairs to share their conversations with the class．
Then tell them to look at the model conversation in the box．
Ask one student to read the conversation below to the class:
A: This special pen was invented by Zheng Jie． It has three colours and it is used for writing tests． It can listen and write while the test is on． It is 100 yuan．
Is anyone interested in it?
Then ask some others to share their presentations with the class．
They have to state the reason for buying them．
Then the class votes for the most popular invention they want to buy．
Step Ⅵ Summary
In this class, we’ve read an article about the invention of tea． We’ve also written an article about the invention of the flying disk． We’ve done much reading, writing, listening and speaking practice using the target language through groupwork．
Step Ⅶ Homework
1． Review the new words learned today．
2． Rewrite the article--From pie plate to flying disk． Prepare to hand in it next class．
3． Write out the presentation in activity 4b．
Step Ⅷ Blackboard Design
Unit 9 When was it invented?
Section B
The Fifth Period
Answers to the questions in Activity 3a:
1． The article is about the invention of tea．
2． It was invented by the Chinese emperor, Shen Nong．
3． It was invented by accident．
Suggested answers for Activity 4a:
Problem: writing tests
New inventions: a pen that listens and writes
Use: writing tests instead of persons by listening to the owner
Price: one hundred yuan per pen


Unit 9 When was it invented?
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） New Vocabulary
abacus, century, telescope, camera
（2） Use these words correctly
crispy, sweet, salty, sour
（3）Write paragraphs about some inventions．
2． Ability Objects
（1） Train the students to use these adjectives:
crispy, sweet, salty, sour
（2）Train the students writing skill．
3． Moral Objects
Try to find out when the things around you were invented． Enjoy the stories about how they were invented．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language．
2． Practice using the adjectives below:
crispy, sweet, salty, sour
3． Write an article．
Ⅲ． Teaching Difficult Points
1． Make sentences with the adjectives．
2． Write the article about the histories of the inventions．
Ⅳ． Teaching Methods
1． Teaching by making sentences．
2． Teaching by writing an article．
Ⅴ． Teaching Aids
1． Real objects: an abacus, an umbrella, a binoculars, a camera
2． A picture of a bicycle．
Ⅵ． Teaching Procedures
Step I Revision
1． Check the homework． Ask the students to hand in their homework．
2． Ask the questions below again to review the article in Activity 3a:
What was the article about?
When was it invented?
Who was it invented by?
How was it invented?
3． Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it．
4． Dictate the words below:
metal, pie, flying disk, bakery, throw, special
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit．
Focus attention on the box． Invite a student to read the vocabulary words at the top．
You are asked to fill in the blanks with the words． They are four adjectives used to describe how food tastes． Note to use them to adjust the proper food．
Ask the students to fill in the blanks on their own．
Check the

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answers． Four students each read a sentence, filling in the blanks． The rest of the students check their work．
Answers
1． sweet 2． salty 3． sour 4． crispy
Ask the 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． Along with the students help correct the mistakes．
Sample answers
1． The potato chips are crispy． All the children love eating them．
2． The chicken soup is too sweet． Mom put much sugar in it by mistake．
3． The dishes in that restaurant are too salty．
4． I like eating something sour．
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language．
First, teach the names of the five inventions with books closed like this:
Show a real abacus to the class and say,
We call this an abacus in English．
Write the word abacus on the blackboard． Then point to it and teach the students to read it．
Do the same with the other four inventions-umbrella, binoculars, camera and bicycle．
As a bicycle is too big, show a picture of it instead of a real object． Then ask the students to open their books．
Read the instructions to the students． Be sure that the students know what to do．
Have the students look at the sample． Ask a good student to read the sentence to the class． Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class．
Provide the information of the other four inventions on the blackboard:（Or ask the students to find out the information by reading an encyclopedia or looking up information on the internet as homework． ）
umbrella: about 4 000 years ago in Assyria, China and Egypt．
binoculars: 1854 Ignatio Porro in Italy
camera: 1827 by Joseph Nicephore who took the first picture
bicycle: 1880s in England．
Let the students write paragraphs about these things on their own．
Move around the classroom and provide help as necessary．
Ask several children to read their paragraphs to the class． Correct the answers with the rest of the students．
Have the students exchange their paragraphs with their partners．
Get them to look over the articles carefully, correcting any mistakes they may have made in writing．
Sample answers
The abacus was invented in the sixth century by Chinese people．
The umbrella was invented about 4． 000 years ago in Assyria, China and Egypt．
The binoculars were invented in 1854 by Ignatio Porro in Italy． The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world．
The bicycle was invented in 1880s in England．
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language．
Ask the students to look at the cartoon pictures．
Look at the cartoon pictures． What was invented in the pictures?
Help the students to answer like this:
A battery-operated tennis racket was invented．
Then discuss why the cartoon is funny with the class． Help the students to say,
To invent a battery-operated tennis racket is a strange idea．
Step Ⅴ Summary
In this class, we’ve practiced using some adjectives and written paragraphs about the inventions． At last, we enjoyed a funny cartoon．
All of you have done very well．
Step Ⅵ Homework
1． Revise all the language points in this unit．
2． Finish off the exercises on pages 39～40 of the workbook．
3． Make another sentence with each adjective below:
crispy, sweet, salty, sour
4． Rewrite the paragraphs．
Step 7． Blackboard Design
Unit 9 When was it invented?
Self Check
The Sixth Period
Answers to Activity 1:
1． sweet 2． salty 3． sour 4． crispy
The information of the four inventions:
umbrella: about 4,000 years ago in Assyria, China and Egypt．
binoculars :1854 Ignatio Porro in Italy
camera: 1827 by Joseph Nicephore who took the first picture
bicycle: 1880s in England



Unit 10  By the time I got outside, the bus had already left．
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
    oversleep
（2） Target

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Language
    What happened?
I overslept． And by the time I got up, my brother had already gotten in the shower．
2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect Tense．
（3） Train the students’ listening and speaking skills with the target language．
3． Moral Object
It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．
Ⅱ． Teaching Key Points
1． Key Vocabulary
oversleep
2． Target Language
Narrate past events with the Past Perfect Tense
Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken conversation．
Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．
2． Making sentences by looking at the pictures．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 8．
Ask some questions like this: What volunteer work would you like to do?
Help the students to answer, I’d like to…/I love to…/I hope to…
2． Practice the dialogue in Activity 3c on page 62 again． Get students to role play the similar dialogues with the following．
SA: I’d like to join the school volunteer project, but I’m not sure what I should do．
SB: What do you like doing?
SA: I love playing football．
SB: Well, you could help coach a football team for little kids． Let the children practice in pairs．
3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．
4． Dictate the following words：
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give
away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events．
First write by the time on the blackboard． and tell the class the meaning of it．
"by the time" means not later than, before, as soon as, or when the indicated comes． When we use the words． "By the time…, "we are talking about two different things that happened in the past． Say this sentence to the class: By the time the teacher came in, the students had begun reading English．
Tell them to note the struture "had begun" in this sentence． Begun is the past participle of begin． When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle． The words following By the time…, talk about the thing that happened later． And tell the students when they use had plus a past participle, they are using the Past Perfect Tense． Also explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one．
Play a game to help the students understand the sentences with the words By the time…Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things． When the teacher returns． the class will make statements starting with By the time…
Write By the time I came back…on the blackboard．
Say to the class, By the time I came in． what had happened?
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．
Then get more students to answer differently, such as,
By the lime the teacher came in, we had discussed an English problem．
By the time the teacher came in, I had drawn a picture．
Write these sentences on the blackboard, and teach the students to read several times．
Read the instructions to the students and read these questions to the class as well．
What do you usually do in, the morning before school? Do you like morning?
Why or why not?
Choose one good student to answer them by saying something he or she usually does

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in the morning．
He or she may answer like this,
I usually get up early, wash my face and have breakfast． I like mornings because the air is fresh, or I usually get up as late as possible． Then I have to wash my face and have breakfast in a hurry． I often rush to school without breakfast． Sometimes I forget something at home． I don’t like mornings because I am always too busy．
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．
Call the students’ attention to the pictures in Activity la． Ask students to tell what they see．
Say, Any sentences which make sense are accepted to describe the pictures．
The girl in the pictures is Tina． Present the new words by providing sentences showing the meanings of them like this:
T: What can you see in Picture 1?
S1: She slept a long time．
T: That’s correct． She slept too late． She overslept． Class repeat． She overslept．
Ss: She overslept．
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom．
T: That’s correct． She wants to go into the bathroom． She can’t because someone is taking a shower． Class repeat． Someone is taking a shower．
Ss: Someone is taking a shower．
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home．
Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．
After they all finish talking, ask different groups to tell the class about the pictures． They may say like this:
Tina overslept in the morning． She wanted to go to the bathroom, but her brother had already gotten in the shower． When she got to the bus stop, the bus had already left．
She had to run to school． After she got to school, she realized she had left her backpack at home． The sentences can vary, but should be correct．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．
Then go over the other unconnected parts of sentences, too．
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column． Please guess the other two sentences before I play the tape．
I guess most of the children can get the correct sentences by guessing． So just let them guess． Don’t tell them whether their answers are right or wrong．
OK, just keep your answers by guessing．
Let’s decide if they are right by listening to the tape now．
Play the recording for the first time．
Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．
Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing．
Answers
1． b 2． a 3． c
Tapescript
Boy: Hi, Tina． You look stressed out．
Girl: I am． I had a bad morning．
Boy: Really? What happened?
Girl: Well, first of all I overslept． By the time I got up, my brother had already gotten in the shower．
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed． But by the time I went outside, the bus had already left．
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school． But when I got to school, I realized I had left my backpack at home．
Boy: No wonder you look stressed out．
Step Ⅳ 1c
This practice provides guided oral practice using the target language．
First play the recording in Activity 1b
again and let the students read after it． Do it at least twice．
Then read the instructions together with the whole class．
You will make conversations in