新目标初中九年级下册英语全册教案下载DOC

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class．
SA: What kinds of rules do they have in Colombia?
SB: Well, they have pretty relaxed rules．
SA: Like what?
SB: Well, it’s OK if you’re not on time．
First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends． Use true information．
Have students work in pairs．
Ask some different pairs to say their conversations to the class．
Suggested answers
SA: What kinds of rules do you have in your opinion?
SB: Well, we have relaxed rules．
SA: Like what?
SB: Well, it’s OK if we visit a friend’s house without calling first．
Step Ⅳ Part 4
This activity provides reading, Writing, listening and speaking practice using the target language．
Let students read the instructions．
Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
SA: Can you tell me the things I’m supposed to do?
SB: The first thing is to greet the teacher．
SA: Okay． What should I say?
SB: You’re supposed to say "good morning, teacher．"
Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．
Review the task． Ask a few students to share their conversations with the whole class．
SA: Can you tell me the things I’m supposed to do?
SA: The first thing is to do your homework．
SA: Okay． What should I say?
SB: You’re supposed to say "I must do my homework"．
Step Ⅴ Summary
In this class, we’ve learned some key vocabulary words land, drop by and after all, and the 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"． We’ve also done a lot of reading, speaking and writing practice using the target language．
Step Ⅵ Homework
1． Write a conversation using the information in Part 4．
2． Finish off the exercises on pages 49～50 of the workbook．
Step Ⅶ Blackboard Design
Unit 12 You’re supposed to shake
hands．
Section A
The Third Period
Target Language:
A: Can you tell me the things I’m Supposed to do?
B: The first thing is to greet the teacher．
A: Okay． What should I say?
B: You’re supposed to say "good morning, teacher"．


Unit 12 You’ re supposed to shake hands
The Fourth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
wipe, napkin, stick, chopstick, rude, point, pick up
（2） Target Language
We’re supposed to eat with chopsticks．
Yes, and it’s rude to eat with our hands．
2． Ability Objects
（1） Train students’ listening ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
3． Moral Objects
In order to behave politely at the dinner table, you’re supposed to learn some talbe manners．
Ⅱ． Teaching Key Points
1． Key Vocabulary
wipe, stick, chopstick, rude, point, pick up
2． Target Language
We’re supposed to eat with chopsticks．
Yes, and it’s rude to eat with our hands．
Ⅲ． Teaching Difficult Points
1． Flow to improve students’ listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Get some students to read out their conversations using the target language in Section A 4． Collect their conversations and help correct their errors．
Step Ⅱ Part 1
This activity introduces new vocabulary and provides reading practice using the target language．
Look at the picture and ask students to say what is happening in it． （A family is eating a meal．）
Look at the title, Mind your manners!
Ask． What do you think it might mean?
（It means be careful of how you act．）
Read the instructions and point to the five statements about manners． Ask students to read the statements．
1． In the United States, you’re not supposed to eat with your hands．
2． In Peru, you are not

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supposed to talk at the table．
3． In China, you’re not supposed to pickup your bowl of rice．
4． In Korea, the youngest person is supposed to start eating first．
5． In Brazil, you should wipe your mouth with your napkin every time you take a drink．
Review the five statements to be sure students understand what each one means． Ask students to act out them．
Then ask students to complete the quiz on their own．
Correct the answers with the class．
Answers
1． T 2． F 3． F 4． F 5． T
Step Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Read the instructions to the class． Review what an exchange student is and what table manners are． If necessary, translate them into Chinese．
Look at the four pictures． You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．
Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．
Point to the boxes where students are supposed to write a number next to each picture． Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．
Play the recording the first time．
Students only listen．
Play the recording a second time． As they listen to the recording this time, let students number the pictures．
Correct the answers with the class．
Answers
The pictures should be numbered in the following order:
2 1 4 3
Tapescript
Satoshi: You must be really excited about leaving for Japan tomorrow, Steve!
Steve: Yeah, I am． But I’m a little nervous, too．
Satoshi: Nervous about what?
Steve: Well, for one thing, I don’t know how to use chopsticks very well…and I don’t know how to behave at the dinner table．
Satoshi: Oh, I see． I could give you a little lesson on Japanese table manners if you like．
Steve: Really? That would be great!
Satoshi: Hmmmm． Let me see． One difference is that sometimes it’s polite to make noise when you’re eating． Especially when you’re eating noodles． It shows that you like the food．
Steve: Really? That’s interesting． In the United States you’re not supposed to do that．
Satoshi: Yeah, I know． OK． so here are some chopstick rules: it’s rude to stick your chopsticks into your food． And you shouldn’t point at anyone with your chopsticks．
Steve: Oh, OK． I won’t,
Satoshi: And also, this isn’t about table manners exactly, but you should know that you aren’t supposed to eat or drink while walking down the street．
Steve: Huh．
Satoshi: Oh, and the most important thing you need to know is that you’re not supposed to talk when you’re eating dinner． Only parents are allowed to talk at the dinner table． Children are not allowed to speak．
Steve: Wow! That’s…that’s unusual!
Satoshi: I’m just kidding! Boy, you’re really gullible, Steve!
Step Ⅳ 2b
This activity provides listening practice using the target language．
Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． Ask different students to read the two lists．
1． You aren’t supposed to…a． to make noise while eating noodles．
2． It’s polite… b． to stick your chopsticks into your food．
3． It’s rude… c． point at anyone with your chopsticks．
4． You shouldn’t… d． eat or drink while walking down the street．
You will hear the same recording again．
This time as you listen, write the letter of the correct sentence ending after each sentence starter．
Look at the sample answer． Read the correctly completed sentence to the class:
1． You aren’t supposed to eat or drink while walking down the street．
Play the recording again． Ask students to write the letters in the blanks alone．
Check the answers with the class．
Answers
1． d 2． a 3． b 4． c
Step Ⅴ 2c
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 sentence starters．
SA: We’re supposed to…
SB: Yes, and it’s rude to…
Now, complete each one

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with a true statement about table manners in your country．
Ask two students to read their sentences．
SA: We’re supposed to eat with chopsticks．
SB: Yes, and it’s rude to eat with our hands．
Point out the sentence starters in Activity 2b． Say, Have a conversation about table manners in your country with a patter．
You can use the sentence starters in Activity 2b to help you get started．
Have students work in pairs． Ask one or two pairs of students to say their conversations to the class．
Step Ⅵ Summary
In this class, we’ve learned some key vocabulary, such as wipe, rude, point, pick up． We’ve also learned the target language by listening and speaking．
Step Ⅶ Homework
Talk about the table manners in your country using the sentence starters in
Activity 2b．
Step Ⅷ Blackboard Design
Unit 12 You’re supposed to shake hands．
Section B
The Fourth Period
1． Sentences in Activity 2b:
（1） You aren’t supposed to eat or drink while walking down the street．
（2） It’s polite to make noise while eating noodles．
（3）It’s rude to stick your chopsticks into your food．
（4） You shouldn’t point at anyone with your chopsticks．
2． Target language:
A: We’re supposed to eat with chopsticks．
B: Yes, and it’s rude to eat with our hands．


Unit 12 You’ re supposed to shake hands
The Fifth Period
Ⅰ．　Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
table manners, behave, be/get used to, cut up, full, fork, You should…
（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．
3． Moral Objects
With the development of society, table manners are more and more important．
Sometimes they can help people succeed．
So you have to learn more table manners．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
How to write an e-mail message．
Ⅳ． Teaching Methods
1． Reading comprehension to help students grasp the main idea of the text．
2． Writing method
3． Groupwork to make every student work in class,
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Review the target language presented in this unit． Check homework．
Ask two students to read out their sentences．
SA: You aren’t supposed to visited a friend’s house without calling first．
SB: It’s polite to be on time．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Teach the new words． Show the following new words on the screen by a projector．
Manner n． 礼貌；风格；习惯
table manners 餐桌礼仪
behave v． 行为表现；举止
be／get used to…习惯于……
cut up切开；切碎
fork n，叉；餐叉
full adj．饱的；吃胀了的
lap n．（人坐着时）腰以下到膝为止的部分；大腿
elbow n．肘；肘部
gradually adv．逐渐地；渐渐地
compliment n．称赞；恭维
toast v．敬酒
Call attention to the e-mail message． 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．
Read the instructions to the class． Ask students to read the e-mail again． Say,
Now read the e-mail． Answer the questions in your exercise book． As students work, move around the classroom and offer help as necessary．
Check the answers with the class．
Answers
1． Her French was not very good．
2． Her host family was really nice．
3． Her French has improved．
4． You put your bread on the table, not on the plate．
（note the exclamation mark in the reading）
5． One particular challenge is learning how to behave at the dinner table．
Notes
1． go out of one’s way = make a special effort
2． cut up= cut into pieces
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Read the instructions to the class． Point to the beginning of the e-mail message．
Read it to the class．
Here are some things you need to know about table manners when you visit Japan． First of all, you

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should…
Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．
You can use the pictures and information in Activities 2a and 2b to help you write your letters．
Ask students to finish the activity on their own． As they work, walk around the classroom offering help and answering questions as needed．
Check the answers with the class． Ask a student to read his completed article to the class．
A sample answer
Here are some things you need to know about table manners when you visit Japan． First of all, you should make noise while eating noodles． It’s polite to do that． It’s very different from your country． Second, it’s rude to stick your chopsticks into your food． And you shouldn’t point at anyone with your chopsticks．
Last, this isn’t about table manners exactly, but you should know that you aren’t
supposed to eat or drink while walking down the street． So much for the table manners． I’ll write again． Hoping you’re having a good time．
Steve
Step Ⅳ　3c
This activity provides writing practice using the target language．
Read the instructions and ask students to look back at Activity 2c．
Remind students that they made conversations about table manners in their own country．
Say． You can use the ideas you talked about in Activity 2c as you write your email messages．
Get students to finish the activity on their own． As students work, move around the room offering help as needed．
Ask a student to read his or her message to the class． Have other students add any information that is missing from the first student’s report．
A sample answer
Dear John,
Thanks for your message． Now I tell you some things you need to know about table manners when you are in China．
Firstly, you’re supposed to eat with chopsticks． It’s rude to eat with your hands． Secondly, you shouldn’t make noise while eating． It’s not polite to do that． Lastly, you shouldn’t point at anyone with your chopsticks． I believe you’ll get used to these table manners, I’ll write again． Hope you’re having a great time in China．
Li Ping
Optional activity
Have students work with the same partner they worked :with when doing Acvity 2c． Ask each pair of students to work together to write a single e-mail message telling someone from ‘another country bout the table manners in their own country．
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Go through the instructions with the class． Ask a good student to give an example．
Get students to complete the work in small groups．
Cheek the answers． Ask a few students to tell the class about what one should do in different situations． Answers will vary, but should emphasize politeness．
Step Ⅵ Summary
In this class, we’ve done a lot of reading, writing and speaking practice using the target language．
Step Ⅶ Homework
1． Read the e-mail message in Activity 3a again．
2． Write an e-mail message to a friend about table manners．
StepⅦ Blackboard Design
Unit 12 You’re supposed to shake hands．
Section B
The Fifth Period
Answers to Activity 3a:
1． Her French was not very good．
2． Her host family was really nice．
3． Her French has improved．
4． You put your bread on the table, not on tile plate．
5． One particular challenge is learning
how to behave at the dinner table．


Unit 12 You’ re supposed to shake hands
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．
（2） Finish the story．
（3） Complete the crossword．
2． Ability Objects
Train students’ writing ability．
3． Moral Objects
You are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Finish the story．
Ⅲ． Teaching Difficult Points
1． Make sentences using arrive, meet, spend, behave and imagine．
2． Finish the story．
Ⅳ． Teaching Methods
1． Teaching by explanation．
2．

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Speaking method
Ⅴ． Teaching Aids
1． The blackboard
2． A projector
Ⅵ． Teaching Procedures
StepⅠ Revision
Check homework． Ask a student to read the e-mail message in Activity 3a． Then ask a student to read his/her own e-mail message．
StepⅡ Part 1
This activity focuses on vocabulary introduced in the unit．
Look at the words in the box． Ask a student to read them．
Make sure students understand the meaning of the words．
Then say, 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． Five students each 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． People in Japan and people in America behave differently at the dinner table．
2． You can imagine how different the table manners are from ours．
3． In Singapore, the trains always arrive on time． They are never late．
4． On Chinese New Year, people like to spend time with their families．
5． I usually meet my friends in the library on Friday nights．
Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．
Suggested answers
1． When you’re invited to dinner, you should arrive on time．
2． When you meet someone for the first time, you’re supposed to shake hands．
3． We should spend much time learning English．
4． The children don’t know how to behave．
5． I cannot imagine what he is doing．
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language．
Go through the instructions with the class． Explain them to students．
Get students to complete the work in pairs．
Invite a few students to read the end of the story． Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．
A sample end of the story
…What I finally decided to do was to watch what others do and follow them．
Notes
1． Unfamiliar——the opposite of familiar, means not having a good knowledge of
2． set-number of things of the same kind, that belong together because they are similar or complementary to each other
Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit．
Do the example with the class to show them how to do a crossword puzzle． Ask students to complete the crossword puzzle on their own． Check the answers with the whole class．
Answers
DOWN:   1． bow 2． shake 3． kiss
ACROSS: 4． chopsticks 5． knife
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language．
Ask students what is funny about the cartoon． Help students to explain． The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．
Step Ⅵ Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words．
After class, please finish off the story in 2 in your textbooks． Then finish off the exercises on pages 50～52 of the workbook．
StepⅦ Blackboard Design
Unit 12 You’re supposed to shake hands．
Self check
The Sixth Period
Suggested answers to Activity 1:
1． When you’re invited to dinner, you should arrive on time．
2． When you meet someone for the first time, you’re supposed to shake hands．
3． We should spend much time learning English．
4． The children don’t know how to behave．
5． I cannot imagine what he is doing．


Unit 12 You’ re supposed to shake hands
The Seventh Period
Reading： Parent helps child
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Key Vocabulary
die, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school
2． Ability Objects
Improve students’ reading and writing skills．
3． Moral Objects
Mother is willing to do whatever she can to

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love us． So we should understand our mothers and love them too, and we must study hard to reward our mothers．
Ⅱ． Teaching Key Point
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．
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．
Careful-reading to get the detailed information．
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．
at the end of在……结尾；在……末端
dead adj．死亡的；无生命的
dead-end adj．无出路的；没有发展前景的
die v．死；死亡
succeed v．成功；做成
get into trouble 陷入困境；因做某事而招致不幸或处罚等
give up放弃；抛弃
subject n．题目；主题
slip v．失足；滑倒
military adj．军事的；军用的
army n．军队
soldier n．士兵；战士
sacrifice v．& n．牺牲；奉献
path n．路；小路；小径
Say 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．
Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title?
Look at the picture． Ask students to describe what is happening in the picture．
Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions． As they work, walk around, looking at their progress．
When most students finish the task, ask students to compare their answers with a partner,
Elicit answers from the students． Ask, Do you have any other 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． Answers will vary．
Step Ⅲ Part 2
This activity encourages students to read quickly for detail．
Go through the instructions with the class．
Ask students to complete the task individually or in pairs． Make sure students discuss their reasons in English． As they work, walk around the classroom offering help as necessary．
Ask students to read their answers． Encourage students to use complete sentences．
Sample answers
Main idea        Detail
Westley was a bad boy．        He was in trouble at school and with the police．
His mother did a lot for him．        She had three jobs to support him and the family．
Westley understood he had to change．        His mother explained her sacrifices．
The writer gives some advice for parents and children．        Get children interested in reading．
Step Ⅳ Part 3
This activity encourage students to use the strategy of reading in context．
Look at the story． Pay attention to 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 the meanings of words and phrases from the other words around them．
Ask students to read’ the article again for comprehension．
Go through the instructions with the students and have them look at the example． Ask students to complete the next word on the list on the left． Students are matching words to meanings． As they work, walk around the classroom offering help as necessary． Students complete the task． Remind them to look at the story again for extra help．
Have students report their answers． Encourage them to use complete sentences．
Answers
dead-end road f; give up d;
keep slipping b; military school a;
sacrifice c; honor e; Get students to make
sentences with the words and expressions．
Answers to this activity will vary．

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Then
ask a student to write his answers on the
blackboard Help correct any mistakes．
Sample answers
1． We don’t walk down a dead-end road, or we’ll fail．
2． You must give up smoking．
3． Don’t keep slipping again．
4． He doesn’t want to go to a military school, but he has to．
5． He succeeded at the sacrifice of his health．
6． We should show honor to our teachers．
Step Ⅴ Part 4
This activity helps students read for specific information and paraphrase ideas．
Go through the task with students． Elicit the first answer from students from memory． Check that they understand what they need to do．
Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading． As they work, walk
around the classroom offering help students may need．
Check the answers． Invite different students to give their answers and give the correct statements for the ones that are false．
Sample answers
T
F （There are three children and a mother in Westley’s family． ）
F （Westley was sent to military school by his mother． ）
T
T
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the instructions with the students．
Divide the class into small groups to do the activity． Give students help thinking of different fun and educational activities． Walk around the classroom offering help as needed．
Cheek the answers． Have students share their answers with the class．
Sample answers
Activities        Reasons
Visit very old places．        Students will find history is interesting．
Buy some books about sports．        Students are interested in them．
Go to the music concerts．
┆        Students like music very much, especially pop music．
┆
Culture note
Independence is much different for young people in the West than in China． In America, 16 year-olds often learn to drive and have their own cars． By the age of 18 or 19, it’s common for young people to ‘move out’, leaving home for their own rented accommodation． The age for marrying is quite low for both young men and young women, usually in their late teens and there are no restrictions on the age for having children or number of children on can have．
Step　Ⅶ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅷ Homework
1． Read the story in Activity 2 again for further comprehension．
2． Revise the target language in this unit．
Step Ⅸ Blackboard Design
Reading：Parent helps child．
The Seventh Period
Sample answers to Activity 2
Main idea        Detail
Westley was a bad boy．        He was in trouble at school and with the police．
His mother did a lot for him．        She had three jobs to support him and the family．
Westley understood he had to change．        His mother explained her sacrifices．
The writer gives some advice for parents and children．        Get children interested in reading．
Sample answers to Activity 3
1． We don’t walk down a dead-end road, or we’ll fail．
2． You must give up smoking．
3． Don’t keep slipping again．
4． He doesn’t want to go to a military school, but he has to．
5． He succeeded at the sacrifice of his health．
6． We should show honor to our teachers


Unit 13 Rainy days make me sad．
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
sad, energetic, stressed out, soft
（2）Target Language
I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．
Oh, really? Loud music makes me energetic．
Not me! Loud music makes me stressed out．
2． Ability Objects
（1） Improve students’ listening ability．
（2） Help students to express their opinion freely．
3．Moral objects
It is important to choose a suitable place． It is good for your study and life．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to improve students’ listening ability．
2． How to help students to express their opinion freely．
Ⅳ． Teaching Methods
1． Listening-and-answering activity to help the students go through with the listening