2019-2020年九年級(jí)英語(yǔ)全冊(cè) Unit 14 Have you parked yet？單元整理教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)英語(yǔ)全冊(cè) Unit 14 Have you parked yet？單元整理教案 人教新目標(biāo)版 Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary： bathing suit, water, travel, guidebook, beach towel, street map (2) Target Language Have you watered the plants yet? Yes, I have already watered them. 2．Ability Objects (1) Train students listening ability. (2) Train students municative petence. 3．Moral Objects Have everything in readiness before you do it. In this way, you can finish it perfectly or have a good time. Ⅱ．Teaching Key Point：Target Language Ⅲ．Teaching Difficult Points 1．How to train students listening ability. 2．How to train students municative petence. Ⅳ．Teaching Methods 1．Listening-and-answering activity to help the students go through with the listening material. 2．Pairwork to make every student work in class. Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision T: Last week we finished Unit 13. In this unit, we learned how to talk about how things affect us. For example, Loud music makes me tense. That movie made her sad. Now I ask some students to make sentences with the structure… make me… From today on, we will learn Unit 14. Step Ⅱ 1a This activity introduces key vocabulary and helps students review vocabulary they already know. Read the instructions aloud to the class. Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example. Get students to add some things to the lists under the two headings. A beach vacation and Sightseeing in a city. Have students do the work individually first. While they are working, walk around the classroom checking the progress of the students. Let students tell the class the words they wrote. Write the words on the blackboard. Read them and let students repeat. Then ask other students to add other words to the lists. Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Look at the picture. Ask, What can you see in the picture? Point to the box. Invite a pair of students to read the conversation to the class. Look at the six chores on the list. Let students read each item, then ask different students to explain the meaning of each item in their own words. Make sure students understand the meaning of each item. Play the tape. The first time students only listen. Play the tape a second time. Now listen to the tape again. This time please put your checkmarks on the correct blanks, Check the answers with the whole class. Step Ⅳ 1c This activity provides guided oral practice using the target language. Go through the instructions with the whole class. Look at the example in the box. Invite a pair of students to read it to the class. Tell students they will be making conversations with a partner. Look back at the chores in Activity 1b. Say, Now look back at the chores in Activity 1b. Make conversations talking about what the family members have already done and what they havent done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map. While students are working in pairs, walk around the classroom and listen to some pairs. Then get several pairs of students to say their conversations to the class. Step Ⅴ Summary In this class, weve learned some important words, such as water, travel, guidebook, beach towel. Weve also learned the target language. Have you watered the plants yet? Yes, I have already watered them. Step Ⅵ Homework Make conversations in pairs to review the target language. Step Ⅶ Blackboard Design Unit 14 Have you packed yet? Section A The First Period Target language A: Have you watered the plants yet? B: Yes, I have already watered them. Unit 14 Have you packed yet? Section A The Second Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：refrigerator, garage, suitcase, clean out, put in, turn off (2) Target Language Have you watered the plants yet? No, I havent. Have you packed the camera yet? Yes. Ive already put it in my suitcase. Have you fed the cat? No. I havent fed her yet. 2．Ability Object (1) Train students listening ability. (2) Train students speaking ability. 3．Moral Object We must be ready with our work before we do it. Ⅱ．Teaching Key Points 1．Key Vocabulary：clean output in, turn off 2．Target Language Have you watered the plants yet? No, I havent. Have you packed the camera yet? Yes. Ive already put it in my suitcase. Have you fed the cat? No. I havent fed her yet. 3．Structures Have you packed the camera yet? Yes. Ive already put it in my suitcase. Have you fed the cat? No. I havent fed her yet. Ⅲ．Teaching Difficult Points 1．the target language 2．How to train students listening ability. Ⅳ．Teaching Methods 1．Listening method to improve the students listening ability. 2．Pairwork to make every student work in class. Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision Check homework. Get some pairs to read their conversations. Collect their conversations and help students correct any mistakes. Step Ⅱ 2a This activity provides guided listening practice using the target language. Look at the picture. Ask, What can you see in the picture? Go through the instructions with the class. Check the answers with the class. Step Ⅲ 2b This activity provides guided listening practice using the target language. Go through the instructions with the class. Look at the list of questions with blanks in front of each one. Then look back at the statements in Activity 2a. Say, Some of the statements in Activity 2a are answers to questions in Activity 2b. Write the number of the correct answer from Activity 2a in front of each question in Activity 2b. Get several students to read the questions in Activity 2b to the class. Ask a student to read the question and answer to the class: Play the recording for students. Let students write their answers in the blanks. Play the recording again if necessary. Correct the answers. Step Ⅳ 2c This activity provides guided oral practice using the target language. Look at the sample conversation in the speech bubbles. Invite a pair of students to read it to the class. Go through the instructions with the class. Say, With your partner make a conversation using information from Activities 2a and 2b. Have students work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed. Invite two pairs to say their conversations to the class. Step Ⅴ Grammar Focus Look at the grammar focus box. Get three students to read the questions and answers to the class. Let students make up other sentences in pairs using have you … yet questions. Pay attention to the use of already and yet. Draw a simple diagram to help students understand the grammar focus. Get some pairs to say their sentences aloud to the class. Step Ⅵ Summary In this class, weve learned key vocabulary clean output in, turn off and the target language Have you watered the plants yet? No, I havent. Have you packed the camera yet? Yes, Ive already put it in my suitcase. Have you fed the cat? No. I havent fed her yet. Step Ⅶ Homework Get students to write some sentences ac cording to the target language. Step Ⅷ Blackboard Design Unit 14 Have you packed yet? Section A The Second Period Target language A: Have you watered the plants yet? B: No , I havent. A: Have you packed the camera yet? B: Yes. Ive already put it in my suitcase. A: Have you fed the cat? B: No. I havent fed her yet. Unit 14 Have you packed yet? Section A The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：chop, wood, light, village, well, farm (2) Target Language Have you bought a newspaper? Yes, Ive already bought a newspaper. 2．Ability Objects (1) Train students integrating skills. (2) Train the ability of expressing students own opinions. 3．Moral Objects We should make a plan for our everyday activities and make a schedule. It can remind us how to spend the time. It is good for our study and life. Ⅱ．Teaching Key Point Train students integrating skills. Ⅲ．Teaching Difficult Point How to improve students integrating skills. Ⅳ．Teaching Methods 1．Fast-reading method 2．Groupwork and pairwork Ⅴ．Teaching Aids：1．A projector 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision Yesterday we learned the target language. The structure is Have you …yet? Yes. Ive already … Have you …?No. I havent … yet. Now who can make sentences using the structure? Step Ⅱ 3a This activity provides reading practice using the target language. Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately. Before reading the e-mail message, ask the students what chores do you usually do? Please tell me. Go through the instructions with the class. Look at the e-mail message. Let a student read the e-mail aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Get students to read the e-mail message individually, and underline the different chores on their own, Check the answers with the class. Step Ⅲ 3b This activity provides reading, writing, listening and speaking practice using the target language. Look at the pictures of the three people and read their names aloud to the class. Then point to the chart. Let students read the information in it. Make sure students understand the information in the chart by asking questions and point out things. Go through the instructions with the class. Put students in several groups. Ask students, which of the three people could it be? Can you find out? Yeah. It could be Steve or Elise. Get students to do the work in groups. While they ate working, move around the classroom checking the work of each group. Step Ⅳ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Go through the instructions with the class. Invite a good student to give an example of things that he or she has and hasnt done this week: I have done my homework. But I havent done some shopping. Put students in some groups of three. Let students plete the work in groups. Finish the table. Review the task. Get some groups to share the results of their surveys. Step Ⅴ Summary In this class, weve learned some key vocabulary words such as chop, wood, light, village, well, farm. Weve also done a lot of reading, writing and speaking practice using the target language. Step Ⅵ Homework 1．Finish off the exercises on pages 57～58 of the workbook. 2．Get students to talk about the things they have done and they havent done yet this week in pairs. Step Ⅶ Blackboard Design Unit 14 Have you packed yet? Section A The Third Period Target language: A: Have you bought a newspaper? B: Yes, Ive already bought a newspaper. Unit 14 Have you packed yet? Section B The Fourth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：member, original, songs, award (2) Target Language Have they been on TV yet? Yes, theyve been on TV lots of times. 2．Ability Object (1) Train students speaking and 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 Object：Love music and you can benefit from it. Ⅱ．Teaching Key Points 1．Key Vocabulary：member, original, songs, award 2．Target Language Have they been on TV yet? Yes, theyve been on TV lots of times. Ⅲ．Teaching Difficult Points 1．How to train students speaking and listening ability. 2．How to use the target language. Ⅳ．Teaching Methods 1．Listening method 2．Groupwork to make every student work in class. Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision Check homework. Ask some pairs to say their conversations to talk about the things they have done and they havent done yet this week. Step Ⅱ Part 1 This activity introduces key vocabulary, and helps students review vocabulary they already know. Look at the picture. Ask, What can you see in the picture? Point to the box. Invite a student to read the four questions. Make sure students understand the questions. Get students to fill in the blanks on their own. A moment later, ask several students to read their answers to the class. Step Ⅲ 2a This activity gives students practice in understanding the target language in spoken conversation. Look at the picture. A record agent is interviewing members of a band. Let students read the instructions. Point to the headings and the blank lines following each heading. You will hear a woman interviewing members of a band. They are talking about the band. Now, listen and write your answers on these blank lines. Play the recording the first time. This time students only listen. Play the recording a second time. This time, ask students to write their answers on the blank lines as they listen to the recording. Play the tape again if necessary. Check the answers with the class. Step Ⅳ 2b This activity provides listening practice using the target language. Go through the instructions with the class. Look at the list of things the band may or may not have done. Get different students to read the list. Make sure students understand the task. Point to the sample answer. Step Ⅴ 2c This activity provides guided oral practice using the target language. Look at the sample conversation in the box. Invite two students to read it to the class. Go through the instructions with the class. Talk about your favorite bands with your partner. Let students work in pairs. As they work, walk around the classroom checking the progress of the pairs and offering help as needed. A moment later, invite two pairs to say their conversations to the class. Step Ⅵ Summary In this class, weve learned some key vocabulary, such as member, original, songs, award. Weve also learned the target language. Have they been on TV yet? Yes, theyve been on TV lots of times by listening and speaking. Step Ⅶ Homework Talk about some bands using the target language, and write down the conversation . Step Ⅷ Blackboard Design Unit 14 Have you packed yet? Section B The Fourth Period Target language: A: Have they been on TV yet? B: Yes, theyve been on TV lots of times. Unit 14 Have you packed yet? Section B The Fifth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary hit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start (2) Practise reading an article. (3) Practise writing something using the target language. 2．Ability Objects (1) Improve students integrating skills reading skill and writing skill. (2) Improve students speaking ability by groupwork. 3．Moral Object It is good for us to listen to music in the busy life. Music can ,make us relaxed, and we can work better. Ⅱ．Teaching Key Point Practise reading and writing using the target language. Ⅲ．Teaching Difficult Points 1．How to improve students reading ability. 2．How to improve students speaking ability by groupwork. Ⅳ．Teaching Methods 1．Reading method to improve students reading ability. 2．Writing method to improve students writing ability. 3．Pairwork to make every student work in class. Ⅴ．Teaching Aids：1．A projector 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision Revise the target language presented in this unit. Check homework. Ask some pairs to read out their conversations. Step Ⅱ 3a This activity provides reading practice using the target language. Teach the new words. Show the new words tin the screen by a projector. Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently. Look at the picture. Ask students, Check the answers with the class. Step Ⅲ 3b This activity provides reading and writing practice using the target language. Read the instructions aloud to the class. Get a students to read the sentences at the beginning of the paragraph to the class. Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b. Have students finish the paragraph on their own. While they are working, walk around the classroom offering help and answering questions as needed. When they finish, invite a student to read his or her pleted paragraph to the class. Step Ⅳ 3c This activity provides writing practice using the target language. Read the instructions Write about your favorite band aloud. Then ask several students to say the name of the band they want to write about. Make sure students know enough about the band they choose to write at least five sentences. Get students to use the paragraph in Activity 3b as a sample. When they work, walk around the classroom offering more help if needed. When they finish, invite a student to read his/her position as an example, with different students contributing sentences and correcting each others information. Step Ⅴ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Have students plete the work in pairs. Get a few students to share the results of their surveys. Step Ⅵ Summary In this class, were done a lot of practice reading and writing as well as speaking. Step Ⅶ Homework 1．Read the article in Activity 3a again. 2．plete the article in 3c. 3．Do the survey in Activity 4 if students havent finish it. Step Ⅷ Blackboard Design Unit 14 Have you packed yet? Section B The Fifth Period Answers to Activity 3b: Apple Ice Cream is a rock band. They have been together for about a year. They have written their own original songs. They won “ The Best New Group of the Year” award last year. They havent made a music video yet, but theyve had six concerts of their own. They havent been on TV yet, but they have talked to Bands on Parade about doing a TV show next month. Unit 14 Have you packed yet? Section B The Sixth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects (1) Fill in the blanks and make sentences using lock, clean out, feed, chat, hear (2) Finish the table according to the conversation. 2．Ability Object Train students writing ability. 3．Moral Object Opportunity belongs to those who have made full preparation. Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences. 2．Finish the table. Ⅲ．Teaching Difficult Point Make sentences using lock, clean out, feed, chat, hear. Ⅳ．Teaching Methods 1．Teaching by explanation 2．Speaking method Ⅴ．Teaching Aids：1．A projector 2．The blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision Check homework. Ask a few students to read the article in 3a. Then Have a student read his or her own article. Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit. Look at the words in the box. Get a student to read them. Make sure the students understand the meaning of the words. Then say, Please 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. Get students to fill in the blanks on their own. Check the answers. Ask five students each to read a sentence, filling in the blanks. The rest of the students check their answers. Step Ⅲ Part 2 This activity provides reading, writing, listening and speaking practice using the target language. Go through the instructions for this activity with the whole class. Invite a pair of students to read the dialogue aloud. Correct any pronunciation errors to make sure the two students are providing a good model for the rest of the class. Let students read the convers