九年級下教案Unit11Couldyoupleasetellmewheretherestroomsare

1、九年級下教案 Unit 11 Could you please tell me where the restrooms are | 1922| 142| 1下載券 | shansheng1120 更新于 2011-05-24 | 簡介：中考題庫 culturally adv 文化地；人文地 ancestrally adv 祖先地 grave n 墓穴；墳?zāi)?historian n 歷史學(xué)家；史學(xué)家 strongly adv 強有力地；強勁地 clear v 消除；掃除 abroad adv 在國外；海外 connect v 連接，關(guān)聯(lián) local adj 地方的；當?shù)氐?Read the wo

2、rds and have students repeat them again and again until they can pronounce them fluently and accurately Step Part 1 This activity allows students to activate their background knowledge before attempting the reading Look at the picture Let students describe what is happening in the picture Read the t

3、itle aloud Get students to predict what they think the article is about, based on the title Have students finish Task 1 But dont look at the reading text Instead, they suetheir background knowledge to try to answer the questions As students work, walk around, looking at their progress When most stud

4、ents complete the task, let students answer the questions with a partner Elicit answers from 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

5、 accordingly Step 2a This activity encourages students to predict what they are about to read Go through the instructions with the students Get them to complete the task in small groups When they work, walk around the classroom and make sure students discuss in English their reasons for selecting ea

6、ch word Ask students to report their answers Vote on the most likely words Answers will vary But it is likely students will select culture, family, history, grandfather and tradition Step 2b This activity builds on Activity 2a and asks students to confirm their predictions Look at the instructions A

7、sk students to go through the reading to complete the task in small groups Let students report their answers Answers culture family Guangdong grandfather Step Part 3 This activity encourages students to use the strategy of reading context Look at the story Find out the words indicated in bold Let di

8、fferent students guess the meaning Dont give them the correct answers Get students to read the article once Say, Pay attention to the bold words and expressions And note any other word or sentence you dont understand Read in context, guessing their meanings from the other words around them Let stude

9、nts read the article again for comprehension Ask a student to read the instructions aloud to the class And let students look at the example Then ask students to match the correct meanings with the correct words and expressions Remind students to look at the story again for extra help Give them one o

10、r two minutes to do the work Check the answers Answers root e ancestor a hardly g highlight b well c turning point d abroad f Get students to make sentences with the words and expressions Answers to this activity will vary Then ask a student to write his answers on the blackboard Help correct any mi

11、stakes Sample answers 1 Pull up the plant by roots 2 My ancestors hometown is in Shandong Province 3 I can hardly believe that 4 This is the highlight of the story 5 There was only one well in our village in the past 6 Work hard and there will be a turning point 7 Do you want to travel abroad? Step

12、Part 4 This activity helps students read for specific information and paraphrase ideas Go through the instructions with the class Elicit the first answer from the students from memory Make sure that they understand what they need to do Let students do the activity individually or in pairs Students s

13、hould try to remember or guess the answers before looking at the reading Check the answers Let different students to give their answers Ask students to give correct statements for the false statements Sample answers T T T F （It started in 1980） T Step Part 5 This activity helps students work in a gr

14、oup and think critically about what they have read Read the task aloud to the class Get students to do the activity in small groups Help students think of different activities that overseas Chinese might find interesting Check the answers Let students share their answers with the class and agree on

15、the best activities and reasons Optional activity As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents Culture note Does everyone want to talk about his or her ancestors? Not really Some people may ha

16、ve been adopted or may have divorced parents that they do not care to discuss Some Australians are also sensitive about their ancestors for a different reason In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences These offences w

17、ere often mild for such a punishment, for example, a hungry child stealing a loaf of bread Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact Step Summary In this class, weve practised a lot of reading and writing Step Hom

18、ework 1 Read the story in Activity 2b again for further comprehension 2 Revise the target language in this unit Step Blackboard Design Reading: Students find Chinese roots The Seventh Period Sample answers to Activity 3: 1 Pull up the plant by roots 2 My ancestors hometown is in Shandong Province 3

19、I can hardly believe that 4 This is the highlight of the story 5 There was only one well in our village in the past 6 Work hard and there will be a turning point 7 Do you want to travel abroad? Unit 15 Were trying to save the manatees! The First Period Teaching Aims and Demands 1 Knowledge Objects （

20、1） Key Vocabulary：manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted （2） Target Language： I am like this animal because I am strong and intelligent I like water, and I like to eat vegetables Youre like an elephant 2 Ability Objects （1） Tr

21、ain students listening ability （2） Train students communicative competence 3 Moral Object Love all kinds of animals because they are our friends Teaching Key Point Target Language Teaching Difficult Points 1 How to train students listening ability 2 How to train students communicative competence Tea

22、ching Methods 1 Didactic to learn the new vocabulary 2 Listening-and-answering activity to help students go through with the listening material 3 Groupwork to make every student work in class, Teaching Aids：A tape recorder ，The blackboard，a projector Teaching Procedures Step I Lead-in Learn some new

23、 word in the list of vocabulary. And give students 5 minutes to memorize the words Show some pictures of animals to learn the new nouns for animals and adjectives to describe them to brainstorm the new words. Step 1a This activity introduces the key vocabulary Look at the signs on each animals pictu

24、re and read the words to the class Get students to repeat the name of each animal African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears If necessary, read the words and ask students to repeat them again Then have students read the words by themselves Make sure students can read

25、the words correctly and fluently Read the directions to the class Point to the list of words in the box Read the words and let students repeat them Then get different students to explain what they think each word means in their own words For example, A gentle animal is quiet and not dangerous A fury

26、 animal is covered with soft hair Ask some students to explain any words students may not understand An enormous animal is very great A playful animal is full of fun An aggressive animal is fond of quarrels and quick-tempered A spotted animal is marked with spots Let students begin filling in the an

27、swers on their own When they work, walk around the classroom checking their progress and answering any questions they may have After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures Check the answers with the wh

28、ole class Let students say the words they wrote under each heading Step 1b This activity gives students practice in understanding the target language in spoken conversation Go through the instructions with the class Look back at the list of words in Activity 1a You will hear Ginny and Victor talk ab

29、out the animals in the picture in Activity 1a Now please listen to the recording carefully and circle the words on the list that they use to describe the animals Play the recording the first time This time students only listen Play the recording a second time Now listen to the recording again and ci

30、rcle the words you hear on the recording Check the answers Step 1c This activity provides oral practice using the target language Go through the instructions with the whole class Look at the sample conversation in the box and get three students to read it aloud to the class SA: I am like this animal

31、 because I am strong and intelligent I like water, and I like to eat vegetables SB: Youre like an elephant SA: No SC: Youre like a manatee SA: Yes! Tell students to think of an animal that is the same as them in some ways Take a few minutes to write down a statement Say, You can write a sentence or

32、two that describes how you are similar to the animal you choose Dont say the name of the animal A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about Note like（here prep ）in the manner of Step Summary In this class, weve learned some important words such as manatee, kangar