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M9-Unit 1-old

发布时间:2014-01-06 10:40:20  

Module 9 Unit 3 Australia 教学学案与教案(1)

Unit 3教案(1)

I. Contents:

1. warming up

2. Reading: Australia

3. Using language : Focus on …

4. Listening and speaking

5. Writing

II. Aims and demands :

一. To teach the following words and phrases.

1.

二. To teach the following daily expressions:

Hello

三. Revision of question forms in different tenses.

四. The students are asked to say something about their holiday life freely.

五. To make sure the students finish the exercises individually.

六. To enable the students to understand the meaning of the text exactly and know how to write

a letter, then write a letter in English.

III. Key points and difficult points:

1. the usage of introduce, as a result, go on doing ?

2. some useful daily expressions.

IV. Teaching plan:

5~6 periods

The First Period

I. Contents:

Lesson 1 Dialogues <P1>

II. Aims and demands:

一. Teaching the following words and phrases:

1. Four-skill ones: introduce ,practice ,go away

2. There-skill ones: partner , opinion , in one’s opinion

二. To teach the following patterns:

1. So was my friend Bob.

2. Nice meeting/ to meet you.

3. I must be off now.

三. Revision of question forms in different tenses.

四. To enable the students to say something about their holiday life freely. III. Key points and difficult points:

1. So + be/ have/ do/ can + sb.

2. some daily expressions

IV. Teaching procedures:

一. The relay of the new words and expressions.

二. Listening: [First Dialogue 1, then Dialogue 2]

Δ Play the tape for the students to find the questions:(Book closed)

① What’s your name ? ---- Harry.

② Which school were you at last year ? ------ Center School.

③ Do you know him ( Bob White ) ? ------ We were in the same school Δ Play the tape again for the students to get the answers to the questions

Δ After dealing with the following language points . (Books open , play the tape for the students to listen and repeat.

1. So + be/ have/ do/ can + S.

A: They were in the No. 1 Middle School last term. B: So was I.

A: He can tell the story in English. B: So can she.

A: My brother loves sports. B: So does mine.

A: I have been to the Great Wall. B: So have I.

Note: If both sentences are negative , begin with neither/ nor .

A: I’m not good at singing. B: Neither/ Nor is he/ am I.

* It is the same with sb.

2. when meeting sb., we say:

( I’m very ) glad to meet you.

I’m very pleased to meet you.

It’s a (great ) pleasure to meet you.

Farewells:

Goodbye. It was nice meeting you.

Nice to have met you.

3.introduce sb. ( to sb. )

Let me introduce Mr. Smith (to you ).

I’d like / want to introduce you to my English teacher.

三. Consolidation:

1. Do questions and answers in pairs on P.57.

2. The students are told to practise the dialogues in pairs.

3. One or two pairs are asked to make up similar dialogues in front of the class.

四. Oral practice:

1. Ask different students: ” What did you do in the Summer Holidays?

2. Teach the following phrases:

① in one’s opinion / view: sb. think/ guess/ feel

In my opinion, autumn is the best season in Beijing.

In their opinion, what we did was all wrong.

In the opinion of most people, there will be a good harvest this autumn. ② go away

Wait here. Don’t go away.

He went away from his hometown when he was very young.

③ come on :Used to encourage sb. to do sth.

Come on, Jane, sing us just one song.

Come on, Joe, or we’ll be late.

3. Let the students ask and answer the questions in pairs

4. Get some students to report their partner’s answers to the whole class.

五. Homework:

1. Oral work: ① read the dialogue well, try to recite it.

② preview the text of Lesson Two.

2. Written work: Exx 2 – 3 on P.57

六. Summary:

The Second and Third Period

I. Contents: L.2: Letter to a Pen Friend [ P.2 ]

II. Teaching aims and demands:

一. To teach the following words and phrases:

1. Four – skill ones: well ( n. ), dark ( n. ), the States, go on doing, as a result …

2. Three – skill ones: vacation, general ( idea ), employ, area, channel, regards …

二. To enable the students to be familiar with time zone.

三. To make sure the students understand the meaning of the letter and know how to write a letter. III. Key and difficult points:

1. go on doing, as a result

2. how to write a letter in English

IV. Teaching procedures:

一. Check the homework exercises

二. The relay of the words and expressions

三. Presentation:

1. Revise the dialogues in L.1

2. Some pairs are asked to act it out in front of the class.

四. Preparation for reading:

Questions and Answers :

① What so farmers grow on a farm ?

< rice, wheat, vegetables, fruit,...>

② What do we call the time when the farmers collect the food in the fields? < harvest > ③ What so we call the machine that farmers use in the fields? < tractor > Today we’re going to read a letter to Li Xiaojun. It is written by an American boy, Charlie. Charlie is Li’s American pen- friend. He worked on a farm in the summer holidays.

五. Fast reading:

1. The students are told to read the letter fast with the following questions:

① What does Charlie talk about in his letter?

Working on the farm ; a party at harvest time, time areas of the States, etc.

② What’s the difference between his home time area and ours?

2. Allow the students several minutes for the end reading. ( Check their answers orally )

六. Intensive reading:

1. Let the students read the passage, then answer the questions in Ex. 1 on P. 58 and check their answers with a partner and then with the whole class.

2. Do Ex. 2 on P.58

3. Deal with the following language points:

① find out:

Read the text and find out the general idea.

You’d better find out who broke the window.

cf. find out/ find

He found he was in a strange place.

The girl found a wallet lying on the ground.

② go on doing =continue doing sth.

They went on singing and dancing all night.

When I entered his room, Charlie went on writing without lifting his head.

cf. It was raining hard, but they went on working in the fields.

After they planted vegetables, they went on to grow rice.

What’s going on there?

Note: go on to do :

After we finished learning the words, we went on to read the text.

③ as a result

He had some bad fish. As a result, he felt ill this morning.

There has been no rain for a month. As a result, the crop are dying.

cf. as a result of = because of

He was late as a result of the heavy rain.

As a result of his hard work, he passed the English exam.

4. Read the text again and then discuss the differences between Charlie’s description of the USA and our home area. The students are told to use as much English as possible.

七. Consolidation:

Revise the contents of the letter. Ask the students the following questions: < Books shut >

1. Why is Charlie very tired?

2. What do they grow on the farm?

3. What do they do at a party?

4. How many time areas are there in the USA?

八. Homework:

Oral work: read the letter well

Written work: ① Reading Practice < P.1 >

② Ex. 3 on P. 58

九. Summary

The Fourth Period

I. Contents: L.3 [ P.3 ]

II. Teaching aims and demands:

一. To teach the following expression:

Give my love/ regards/ kind regards to ...

二. To revise Charlie’s letter.

三. To review “Direct Speech “ and “Indirect Speech “.

四. To review the expressions and pattern:

1. What/ How about...?

2. By the way,

五. To make sure the students have fully understood the letter before they give a reply. III. Key points:

1. The revision of “Direct and Indirect Speech “

2. The expression for sending good wishes.

IV. Teaching steps:

一. Revision:

1. To revise Charlie’s letter with the following questions ( Books closed )

① What did Charlie do in the summer holiday?

② Was it easy?

③ What did he do on Saturdays?

④ What did he want to know?

2. To check the homework exercises:

二. Oral practice: <To review Direct and Indirect Speech >

1. Ask the students What questions can I ask a new student?

2. Collect the students’ suggestions on the Bb, then get the students to change these reported questions into direct questions. Note some of them on the Bb.

3. Ask individual students some of the questions, then let the students ask and answer in pairs.

4. Get some students to report their partner’s answers to the whole class.

三. Dialogue:

1. The students are told to pay attention to the way to end a conversation in English before playing the tape of the dialogue.

I must be off/ leaving now.

I must go now.

2. Play the tape twice or three times for the students to listen, follow and report.

3. Divide the class into two groups for further, then let the students practise it in pairs.

4. Get the students to make up similar dialogue, using their own names in pairs, then ask some pairs to act out their dialogues in front of the class.

四. Practise the expressions < Part 3 > in pairs.

send/ give one’s best wishes/ love/ regards to ...

Note: “Love “ should be used only for family members or very close friends.

“Best wishes “ and “regards “ are friendly, but not intimate.

Do one or two examples with individual students and then let the class practise the dialogue in pairs.( They can ask their partners to send their regards/ best wishes to another group member or their friend.)

五. Do Ex. 3 on P. 59 . If time permits, learn the new words of L. 4.

六. Homework:

Oral work: read the dialogue well

Written work: Exx. 1-3 on P. 59 , Ex. 1 on P. 61

七. Summary

The Fifth Period

I. Contents: L. 4

一. To review the whole unit.

二. To do some listening practice

三. To practise the pronunciation of the school subjects.

II. Teaching aims and demands:

一. To make sure that the students has mastered what they learned and did the exercises

correctly.

二. To improve the students’ listening ability.

III. Key point:

Listening practice

IV. Teaching steps:

一. The relay of the new words and expression

二. Practice of the pronunciation of the school subjects.

1. The students are told to say something about the school subjects in pairs , using the patterns in word study.

2. Do Ex. 1 on P. 60

三. Listening practice: ( P. 127 )

1. Preparation for listening : ( Questions and Answers : )

① What did you do in the holiday?

② Which places in China do you like to visit for a holiday?

2. Listen to the tape:

Today we’re going to listen to some friends talking about their holidays.

Go through each task before playing the tape.

3. The students are told to check their answers in pairs.

4. Listen again, then check the answers with the whole class.

四. Word study:

A: Talk about school subjects in pairs and pay attention to the followings:

be not / quite good at; enjoy doing; be interested in; prefer... to...

I don’t know much about... I don’t like...

We’re doing / don’t do / did...

Now it’s your turn!

B: 1.There’s a pump (n.) in the village. It works very well (adv.). We often pump (v.) water (n.) from the well (n.) to water (v.) the vegetable garden.

I’m not feeling very well (adj.)day.

2.Don’t trouble (v.) trouble (n.) till trouble (n.) troubles (v.) you.

五. Checkpoint:

1. Go through Checkpoing 1 and make sure the students have grasped the language points in this unit. ( Exx. 2-3 on P. 61 )

2. Ask the students if they have any more difficulties for me to cover.

六. Writing

1. Discuss the format of the letter

2. Let the Ss work in groups to produce a letter, then write it in the exercise book.

七. Homework:

Written work: Write a letter to a friend or Charlie.

Finish the Wb. exercises. Oral work: Review the whole unit. Preview the next unit.

九Summary:

I.

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