新目标初中九年级下册英语全册教案下载DOC

admin

Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say,
Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive
（2）Target Language
Can you tell me where there’s a good place to eat?
Of course． What kind of food do you like?
2． Ability Objects
（1） Train students’ writing and speaking ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
Ⅱ． Teaching Key Points
1． Key Vocabulary
convenient, safe, restroom inexpensive
2． Target Language
Can you tell me where there’s a good place to eat?
Of course． What kind of food do you like?
Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures
Step Ⅰ Revision
Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read the instructions． Role play the conversations you hear on the tape．
Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．
Ask one or two pairs to say their conversations to the class．
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations．

The Fifth

admin

Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
water slide, clown, dress up, have fun
（2） Practise reading an article．
（3） Practise writing something using the target language．
2． Ability Objects
（1） Train students’ reading ability．
（2） Train students’ writing ability．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
How to write a guide to a place．
Ⅳ． Teaching Procedures
Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step m 3b
Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．
Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
Read the instructions to the class．
Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．
Ask students to work on their own． Tell them that they can use what they wrote
for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．

The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．
（2）Write some questions using the target language．
2． Ability Objects
Train students’ writing ability．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using "beautiful, safe, delicious, convenient, fascinating"．
Ⅳ．Teaching Procedures
Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to 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．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
Go through the instructions with the class．
Look at the example with the students．
Ask students what the answer would be．
Ask a student to read the question and answer it．
Excuse me, could you tell me where the bank is, please?
The bank is across the street from the shopping malt．
Get students to complete the work in pairs．
Check the answers． Ask a few students to read their questions．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no

admin

such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite 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 finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest
in, take it easy, become interested in, plain looks
（2）Text:
Grown-ups like cartoons, too．
2． Ability Objects
（1） Fast-reading to get a general idea of the text．
（2） Careful-reading to get the detailed information in the text．
（3） Learn the words and phrases from the context．
Ⅱ． Teaching Key Points
1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures
Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?
Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the 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 Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．
Ask five students to report their answers．
Draw students’ attention to the instructions．
Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3
Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．
Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers:
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．

admin

Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
教学反思：

Unit 12 You’ re supposed to shake hands
the First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary
bow, kiss, be supposed to, shake hands, customs
（2） Target’ Language
What are people in Korea supposed to do when they meet for the first time?
They’re supposed to bow．
2． Ability Objects
（1）Train students’ listening ability．
（2）Train students’ communicative competence．
3． Moral Objects
Before you meet foreigners, you should some customs． In this way, you can act politely and properly．
Ⅱ． Teaching Key Points
Target language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Scene teaching method
2． Listening-and-answering activity to help the students go through with the listening material．
Ⅴ． Teaching Aids
1． A tape recorder
2． A map of the world
Ⅵ． Teaching Procedures
Step Ⅰ Revision
T: Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask?
S1: Do you know where I can get a book?
S2: Could you tell me how to get to the library?
S3: Can you please tell me where I can buy a book?
T: Very good． You’re right． From today on, we’ll learn Unit 12．
Write the two column headings on the board: Right and Wrong．
Say, Please tell me things that are good to do in school and that are not good to do in school．
Write each suggestion under the appropriate heading on the board．
T: Is it a good idea to come to class late?
S1: No．
T: That’s right, It’s not a good idea to come to class late． You’re not supposed to come to class late． Class repeat． You’re not supposed to come to class late．
Ss: You’re not supposed to come to class late．
T: （Writes come to class late under wrong） What are some things you shouldn’t do?
S2: We shouldn’t eat in class．
T: Right． You’re not supposed to eat in class．
Ask students to repeat this example．
Then ask students to tell about some things that are good to do in school． They may say things such as, You should do your homework every day; You should raise your hand before you talk． Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．
You’re supposed to raise your hand before you talk．
Step Ⅱ 1a
This activity introduces some target language．
Let students read the instructions．
Point to the two lists of words． Read each word and ask students to repeat it．
Put up a map of the world on the board．
Ask students to explain where each of the countries is．
Suggested answers
1． Brazil is in South America, next to Peru．
2． The United States is in North America, next to Canada．
3． Japan is in East Asia, to the east of China,
4． Mexico is in North America, on the south of America．
5． Korea is in East Asia, It is our neighbor．
Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．
Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．
Look at the sample answer． Tall students to guess if they aren’t sure．
Answers
1． c 2． b 3． a 4． b 5． a
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation．
Go through the instructions with the class． Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl． Their conversation contains the answers to the questions in
Activity 1a．
Play the tape for the first time． This time, students only listen．
Play the tape a second time． Ask them to

admin

listen to the recording and check their answers to Activity 1a．
Check the answers with the class． Invite a student to read the answers．
Answers
1． c 2． b 3． a 4． b 5． a
Tapescript
Boy 1: What are people supposed to do when they meet in your country, Celia?
Girl 1: Well, do you mean when friends meet for the first time?
Boy 1: Yeah．
Girl 1: Well, in Brazil, friends kiss．
Boy 1: What about in Mexico, Rodriguez?
Boy 2: In Mexico we shake hands．
Boy 1: How about in Japan, Yashi?
Boy 3: We bow．
Girl 2: And in Korea we also bow．
Boy 1: Well, I guess in most Western countries we shake hands．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions to the whole class．
Point out the example in the box． Ask two students to read it to the class．
SA: What are people in Korea supposed to do when they meet for the first time?
SB: They’re supposed to bow．
Point to the lists of customs and countries in Activity la． Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．
As students work together, move around the classroom checking their work．
Ask different pairs of students to ask and answer a question for the class．
S1: What are people in the United States supposed to do when they meet for the first time?
S2: They’re supposed to shake hands．
S3: What are people in Japan supposed to do when they meet for the first time?
S4: They’re supposed to bow．
S5: What are people in France supposed to do when they meet for the first time?
S6: They’re supposed to shake hands．
Step Ⅴ Summary
In this class, we’ve learned some important words, such as bow, kiss, be supposed to, shake hands． We’ve also learned the target language What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow．
Step Ⅵ Homework
Review the target language．
Step Ⅶ Blackboard Design
Unit 12 You’re supposed to shake
hands．
Section A
The First Period
Target Language:
A: What are people in Korea supposed to do when they meet for the first time?
B: They’re supposed to bow．


Unit 12 You’ re supposed to shake hands
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
greet, be supposed to
（2）Target Language
How was the dinner at Paul’s house last night?
Well, it was OK, but I made some mistakes． I was supposed to arrive at 7:00, but I arrived at 8:00．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ communicative competence．
3． Moral Objects
When you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes． That is, you should act according to your host’s customs．
Ⅱ． Teaching Key Points
1． Key Vocabulary
greet, be supposed to
2． Target Language
How was the dinner at Paul’s house last night?
Well, it was OK, but I made some mistakes． I was supposed to arrive at 7:00, but I arrive at 8:00．
3． Structure
What are you supposed to do when you meet someone?
Ⅲ． Teaching Difficult Points
1． the target language
2． How to improve students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Ask some pairs to act out their conversations according to Activity 1a．
SA: What are people in Mexico supposed to do when they meet for the first time?
SB: They’re supposed to how．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．
Look at the picture and ask students to tell What is happening．
Help students understand that the people are at a picnic．
Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）
Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class．
Maria’s mistakes
________arrived late
________ate the wrong food
________greeted

admin

Paul’s mother the wrong way
________wore the wrong clothes
Ask different students to explain the meaning of each line in their own words．
Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made．
Play the recording． Students only listen the first time．
Play the recording again． Get students to check the mistakes Maria made．
Check the answers with the class．
Answers
√ arrived late
?____ate wrong food
√ greeted Paul’s mother the wrong way
√ wore the wrong clothes
Tapescript
Boy: Hi, Maria． How was Paul’s party?
Girl: Oh, Dan, it was a disaster．
Boy: It was?
Girl: Uh-huh．
Boy: What happened?
Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00．
Boy: Oh, so you were late．
Girly: Yeah, but in my country it’s different． When you’re invited for 7:00, you’re supposed to come later!
Boy: I see．
Girl: Then when I met Paul’s mom, I kissed her．
Boy: And you were supposed to shake hands instead．
Girl: That’s right． And I wore a fancy dress．
Boy: What’s wrong with that?
Girl: Well, it was a barbecue． Everyone else was wearing a T-shirt and jeans．
Boy: I guess you should have asked what you were supposed to wear．
Step Ⅲ 2b
This activity gives students practice in understanding the target language in spoken conversation．
Go through the instructions with the class． Point out the blanks in the four sentences． Invite a student to read the first sentence．
Play the recording again． Let students fill in the blanks with the words they hear alone．
Correct the answers with the class．
Answers
1． arrive at 7:00
2． come later
3． shake hands
4． wear
Step Ⅳ 2c
This activity provides guided oral practice using the target language．
Read the instructions for the activity to the class．
Look at the example in the box． Ask two students to read the conversation to the class．
SA: How was the dinner at Paul’s house last night?
SB: Well, it was OK, but I made some mistakes． I was supposed to arrive at 7: 00, but I arrived at 8: 00．
Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities 2a and 2b．
Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．
Check the answers by calling on different pairs to say their conversations to the class． Encourage students to express emotions such as disappointed or embarrassment as they say their conversations．
Step Ⅴ Grammar Focus
Review the grammar box． Get different students to say the questions and answers．
S1: What are you supposed to do when you meet someone?
You’re supposed to kiss．
You’re not supposed to shake hands．
S2: When were you supposed to arrive?
I was supposed to arrive at 7:00．
S3: You should have asked What you were supposed to wear．
Write these sentences starters: on the board as pairs of incomplete questions and answers:
What are you supposed to do when…
You’re… You’re not…
When were you supposed to…
I was… I wasn’t…
Ask different pairs of students to take turns completing each pair of questions and answers． Give cues to help the students make questions and answers．
For example:
T: （point at what are…） After school．
S1: What are you supposed to do after school?
S2: I’m supposed to go home． I’m not supposed to hang out with my friends．
T: Good! You’re supposed to go home．
You’re not supposed to hang out with your friends．
Repeat the process using the question
When were…and the answers I was… and I wasn’t…
T:（point to When were…）Go to bed．
S1: When were you supposed to go to bed?
S2: I was supposed to go to bed at 10:00． I wasn’t supposed to see a film．
Step Ⅵ Summary
In this class, we’ve learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes． I was supposed to arrive at 7: 00, but I arrived at 8:00 and the

admin

sturcture What are you supposed to do when you meet someone?
Step Ⅶ Homework
Ask students to write at least two sentences with the sentence starters in Grammar Focus．
Step Ⅷ Blackboard Design
Unit 12 You’re supposed to shake hands．
Section A
The Second Period
1． Target Language:
How was the dinner at Paul’s house last night?
Well, it was OK, but I made some mistakes． I was supposed to arrive at 7:00,but I arrived at 8:00．
2． What are you supposed to do when…
You’re… You’re not…
When were you supposed to…
I was…I wasn’t…


Unit 12 You’ re supposed to shake hands
The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
land, drop by, after all, relaxed, a bit
（2） Target Language
Can you tell me the things I’m supposed to do?
The first thing is to greet the teacher．
Okay． What should I say?
You are supposed to say "good morning, teacher．"
2． Ability Objects
（1） Train students’ integrating skills．
（2） Train students’ communicative competence．
3． Moral Objects
Different countries have different customs．
So you are supposed to do in Rome as the
Romans do．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． Fast reading to let students get the general idea of the text．
2． Pairwork
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
T: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．
Suggested conversation
SA: What are you supposed to do after school?
SB: I’m supposed to go home． I’m not supposed to play outside．
SA: When were you supposed to finish your homework yesterday?
SB: I was supposed to finish it at 8:00． I wasn’t supposed to hang out with my friends．
Step Ⅱ 3a
This activity provides reading and writing practice using the target language．
Show the key words on the screen by a projector．
Cali n．卡利（哥伦比亚西部城市）
Colombia n．哥伦比亚（南美大洲西北部一国家）
drop by 访问；拜访
Lausanne n． 洛桑 （瑞士西部城市）
Switzerland  n． 瑞士 （欧洲中部国家）
land n． 国家；国土
after all 毕竟
Read the words and have students repeat again and again until they can pronounce the words fluently and accurately．
Read the instructions． Do you know what an opinion is?
Ask a student to answer it． （An opinion is
what you think or how you feel about something． ）
Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart． （the attitude of the Colombian girl and the Swiss boy toward these three things: being on time, visiting
a friend’s house, and making plans with friends． ）
Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．
Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．
Ask students to read the paragraphs again and complete the chart on their own．
Correct the answers with the class．
Answers
Colombian: We’re pretty relaxed about time． We often just drop by our friends’ home． We don’t have to make plans when we get together with friends．
Switzerland: It’s very important to be on time． We never visit a friend’s house without calling first． We usually make plans to meet friends．
Step Ⅲ 3b
This activity provides guided oral practice using the target language．
Go through the instructions for the activity with the class．
Look at the example in the box． Ask two students to read the conversation to the