冀教版九年级数学教案（精选6篇）
篇1：冀教版九年级数学教案
冀教版九年级数学教材分析
王敏勤教授说过：“无论课程改革怎样改，钻研教材把握教材是我们教师永远的基本功。”只有把握好教材，教师在教学中才能游刃有余。下面我将从6个方面，把对冀教版九年级数学教材的理解，与大家作以交流。
一、课程标准对本学段的基本要求
新课标将初中数学分为：数与代数、空间与图形、统计与概率、实践与运用四个领域进行阐述，拓宽了学习的知识面，使学生尽早体会到数学的全貌，破除数学的神秘感，从而树立起学好数学的信心。
数与代数：
教学中，应注重让学生在实际背景中理解基本的数量关系和变化规律。注重使学生经历从实际问题中建立数学模型。
空间与图形：
教学中，应注重所学内容与现实生活的联系。注重使学生经历观察、操作、推理、想象等探索过程。
统计与概率：
教学中，应注重所学内容与自然、社会和科学技术领域的联系。使学生体会统计与概率，对制定决策的重要作用。
实践与运用：
教学时应引导学生结合生活经验，清楚地表达自己的观点，并能解决一些实际问题。
二、教材的编写意图和体例实排
（一）体例安排
A、每章均配有为教师导入新课、学生预习所用的引人入胜的章前图和引言，例如：学习“用函数观点看一元二次方程”从一个斜抛物体（例如高尔夫球）的飞行高度问题入手，以给出二次函数的函数值反过来求自变量的值的形式，用函数观点讨论一元二次方程的根的几种不同情况，最后结合二次函数的图象（抛物线）归纳出一般性结论，并介绍了利用图象解一元二次方程的方法。这一节是反映函数与方程这两个重要数学概念之间的联系的内容。同学们个个兴趣盎然，很快在前言中找到了答案。激动的他们迫切地要学习每章安排具有一定综合性，实践性、开放性的“数学活动”，学生可以有选择地进行活动，不同的学生达到不同层次的发展；章后安排了小结，包括本章的知识结构图和本章内容的回顾与思考，利于学生复习本单元的重难点，也益于他们找到掌握不到位的知识。
B、正文设置“思考”“探究”“归纳”等栏目，为学生提供思维发展和交流的空间；
例如：学习“实际问题与二次函数”安排了三个探究性问题，以商品价格、磁盘存储量和拱桥桥洞的有关问题为背景，运用二次函数分析和解决实际问题。教材从实际问题出发，引导学生分析问题中的数量关系，建立相应的数学模型即列出函数关系式，进而利用二次函数的性质和图象研究问题的解法。通过这一节的学习可以使学生对解决实际问题的数学模型的认识再提高一步，从而提高运用数学分析问题和解决问题的能力。适当安排“观察与猜想”“实验与探究”“阅读与思考”“信息技术应用”等选学内容来加深对相关内容的认识、了解数学发展史、扩大学生知识面。激发学生学习数学的兴趣。
C、章后安排了供课上使用的练习题，供课内或课外作业选用的习题；供全章复习时选用的复习题。分类分层体现知识的应用性。
（二）编写意图：
A、正确处理数学，社会，学生三者的关系，适应科技发展的形势，关注社会进步的需求，更新对数学基础知识和基本技能的认识，注重培养理性精神和创新意识，提高学生发现、提出、分析和解决问题的能力。
B、遵循认知规律，为学生创造自主探究，合作交流的空间，为教师营造教学创新的氛围，为师生互动式教学提供丰富的资源。促进现代信息技术与数学课程的整合，改进教材的呈现方式，提高学生学习数学的兴趣。
三、说教材内容和逻辑线索
九年级教材包含四大领域，共11章内容，上册7章，下册4章，内容如下： 1、27章圆
（一）、35章圆
（二）圆是一种常见的图形。在“圆”这两章，学生将进一步认识圆，探索它的性质，并用这些知识解决一些实际问题。通过这两章的学习，学生的解决图形问题的能力将会进一步提高。“ 圆”一节首先介绍圆及其有关概念。然后让学生探究与垂直于弦的直径有关的结论，并运用这些结论解决问题。接下来，让学生探究弧、弦、圆心角的关系，并运用上述关系解决问题。最后让学生探究圆周角与圆心角的关系，并运用上述关系解决问题。
“与圆有关的位置关系”一节首先介绍点和圆的三种位置关系、三角形的外心的概念，并通过证明“在同一直线上的三点不能作圆”引出了反证法。然后介绍直线和圆的三种位置关系、切线的概念以及与切线有关的结论。最后介绍圆和圆的位置关系。
“正多边形和圆”一节揭示了正多边形和圆的关系，介绍了等分圆周得到正多边形的方法。
“ 弧长和扇形面积”一节首先介绍弧长公式。然后介绍扇形及其面积公式。最后介绍圆锥的侧面积公式。
2、28章一元二次方程
学生已经掌握了用一元一次方程解决实际问题的方法。在解决某些实际问题时还会遇到一种新方程 ──
一元二次方程。本章首先通过雕像设计、制作方盒、排球比赛等问题引出一元二次方程的概念，给出一元二次方程的一般形式。然后让学生通过数值代入的方法找出某些简单的一元二次方程的解，对一元二次方程的解加以体会，并给出一元二次方程的根的概念。
“ 降次──解一元二次方程”一节介绍配方法、公式法、因式分解法三种解一元二次方程的方法。
（1）在介绍配方法时，首先通过实际问题引出。这样的方程可以化为更为简单的方程，由平方根的概念，可以得到这个方程的解。
（2）在介绍公式法时，首先借助配方法讨论方程的解法，得到一元二次方程的求根公式。然后安排运用公式法解一元二次方程的例题。在例题中，涉及有两个相等实数根的一元二次方程，也涉及没有实数根的一元二次方程。由此引出一元二次方程的解的三种情况。
（3）在介绍因式分解法时，首先通过实际问题引出易于用因式分解法的一元二次方程，引出因式分解法。然后安排运用因式分解法解一元二次方程的例题。最后对配方法、公式法、因式分解法三种解一元二次方程的方法进行小结。
“实际问题与一元二次方程”一节安排了四个探究栏目，分别探究传播、成本下降率、面积、匀变速运动等问题，使学生进一步体会方程是刻画现实世界的一个有效的数学模型。
3、29章相似形
“图形的相似”从学生熟悉的一些实际问题说起，引出相似图形的概念，以及相似多边形的概念、性质等，使学生对相似先有一个一般性的认识。
“相似三角形”的内容是讨论最基本的多边形──三角形的相似关系，这是认识相似关系的基础，也是本章的重点内容。教材首先安排了证明了“过三角形一边中点且平行于另一边的直线，截出的三角形与原三角形相似”，然后将其推广到更一般的结论“平行于三角形一边的直线和其他两边相交，所构成的三角形与原三角形相似”。在此基础上，教材安排了三个探究问题，引导学生得出相似三角形的三种主要判定方法。教材对于其中第一个问题进行了推导证明，另两个问题的推导证明安排学生自己完成。
“位似”讨论一种图形变换──位似变换。位似是一种特殊的相似，它的特殊性表现在“两个相似图形的对应点的连线都交于一点（位似中心）”。教材安排了利用坐标描述位似变换的内容，这是数形结合方法的体现。本套教材中先后共出现了四种图形变换：平移、轴对称、旋转和位似，本节最后安排了一幅包含这四种变换的图案，学生通过思考图案中的问题，可以对四种变换进行综合回顾。
4、30章反比例函数
本章的主要内容有反比例函数的概念、解析式、性质和图象．本章是在已经学习了图形与坐标和一次函数的基础上，再次进入函数范畴，使学生进一步理解函数的内涵，并感受世界存在的各种函数及应用函数来解决实际问题．反比例函数是最基本的函数之一，是后续学习各类函数的基础．
反比例函数是继一次函数之后又一重要的基本函数，它为今后学习图象和曲线的关系（如二次函数）提供了研究方法．反比例函数本身在日常生活和生产中也有着许多直接应用，这对学生建模思想、数形结合思想等重要思想方法的形成，也会产生较大的影响，所以反比例函数是本章教学的重点．
反比例函数图象的两个分支，给反比例函数的性质带来复杂性，学生不易理解，是本章教学的难点之一；综合运用反比例函数的解析式、图象和性质解决实际问题时，往往会遇到较复杂的问题情境，需要建模，利用图象以及综合运用方程、不等式及其他数学模型，所以综合运用反比例函数知识解较复杂的实际问题是本章教学又一主要难点．
5、31章锐角三角函数
“锐角三角函数”中，教材从沿山坡铺设水管的问题谈起，通过讨论直角三角形中直角边与斜边的比，使学生感受到锐角的大小确定后相应边的比也随之确定，而且不同的角度对应不同的比值，这种对应正是函数关系。教材设置了“探究”栏目，让学生通过自主探究，利用相似三角形得出结论，由此引出正弦函数的概念。在此基础上，引导学生类比对正弦函数的讨论，得出余弦函数和正切函数的定义。接着教材讨论了“已知角的大小求它的三角函数值”和“已知角的三角函数值求角”这两种问题，这样就从两个相反方向再次强调了锐角与其三角函数值之间的一一对应关系。现在计算器已经成为学习和运用三角函数的有力工具，教材在本节最后介绍了如何使用计算器求三角函数值以及如何由三角函数值求对应的角。
“解直角三角形”中，教材借助实际问题背景，要求学生探讨在直角三角形中，根据两个已知条件（其中至少有一个是边）求解直角三角形，并归纳出解直角三角形常用的知识和方法。接着教材又结合四个实际问题介绍了解直角三角形在实际中的应用，这些问题的已知条件分别属于几种不同类型，解决方法具有典型性，体现了正弦、余弦和正切这几个锐角三角函数在解决实际问题中的作用。本节最后通过对比测量大坝的高度与测量山的高度，直观形象地介绍了“化整为零，积零为整”，“化曲为直，以直代曲”的数学基本思想。
6、32章命题与证明
（二）是前面知识的深化与提高。
7、33章概率的计算和估计
概率初步将一枚硬币抛掷一次，可能出现正面也可能出现反面，出现正面的可能性大还是出现反面的可能性大呢？学了“概率”一章，学生就能更好地认识这个问题了。掌握了概率的初步知识，学生还会解决更多的实际问题。“ 概率”一节首先通过实例介绍随机事件的概念，然后通过掷币问题引出概率的概念。
“用列举法求概率”一节首先通过具体试验引出用列举法求概率的方法。然后安排运用这种方法求概率的例题。在例题中，涉及列表及画树形图。
“利用频率估计概率”一节通过幼树成活率和柑橘损坏率等问题介绍了用频率估计概率的方法。
“课题学习键盘上字母的排列规律”一节让学生通过这一课题的研究体会概率的广泛应用。
8、34章二次函数
第1节“二次函数”首先从简单的实际问题出发，从中引发和归纳出二次函数的概念；然后由函数开始，逐步深入地、由特殊到一般地、数形结合地讨论图象和基本性质，最后安排了运用二次函数基本性质探究最大（小）值的问题。这些内容都是二次函数的基础知识，它们为后面两节的学习打下理论基础。
第2节“用函数观点看一元二次方程”从一个斜抛物体（例如高尔夫球）的飞行高度问题入手，以给出二次函数的函数值反过来求自变量的值的形式，用函数观点讨论一元二次方程的根的几种不同情况，最后结合二次函数的图象（抛物线）归纳出一般性结论，并介绍了利用图象解一元二次方程的方法。这一节是反映函数与方程这两个重要数学概念之间的联系的内容。
第3节“实际问题与二次函数”安排了三个探究性问题，以商品价格、磁盘存储量和拱桥桥洞的有关问题为背景，运用二次函数分析和解决实际问题。教材从实际问题出发，引导学生分析问题中的数量关系，建立相应的数学模型即列出函数关系式，进而利用二次函数的性质和图象研究问题的解法。通过这一节的学习可以使学生对解决实际问题的数学模型的认识再提高一步，从而提高运用数学分析问题和解决问题的能力。
9、36章抽样调查与估计10、37章投影与视图
“投影”中，首先从物体在日光或灯光下的影子说起，引出投影、平行投影、中心投影、正投影等概念；然后以铁丝和正方形纸板的影子为例，讨论当直线和平面多边形与投影面成三种不同的位置关系时的正投影，归纳出其中蕴涵的正投影的一般规律；最后以正方体为例，讨论立体图形与投影面成不同位置关系时的正投影。整个讨论过程是按照一维、二维和三维的顺序发展的。
“三视图”讨论的重点是三视图，其中包括三视图的成像原理、三视图的位置和度量规定、一些基本几何体的三视图等，最后通过6道例题讨论简单立体图形（包括相应的表面展开图）与它的三视图的相互转化。这一节是全章的重点内容，它不仅包括了有关三视图的基本概念和规律，而且包括了反映立体图形和平面图形的联系与转化的内容，与培养空间想象能力有直接的关系。
“课题学习制作立体模型”中，安排了观察、想象、制作相结合的实践活动，这是动脑与动手并重的学习内容。进行这个课题学习既可以采用独立完成的形式，也可以采用合作式学习的方式。应该把这个课题学习看作对前面学习的内容是否切实理解掌握以及能否灵活运用的一次联系实际的检验。
四、数学思想方法：
对于数学的学习，如果把数学知识看成是金子，那么点金之术就是数学思想方法。数学思想方法是从数学知识中提炼出来的数学学科的精髓，是数学的生命和灵魂，是将知识转化为能力的桥梁，同学们只有领会了数学思想方法才能有效的应用知识、形成能力。九年级所学的内容中蕴含着许多重要的数学思想方法。
五、站在整个初中学段的角度该怎样处理这套教
如果从初始年级教到毕业班，在处理教材时我将注意以下四点：
1、简约——化难为易，易于理解
就是教师对教材进行挖掘、梳理、浓缩，使课堂教学内容化难为易，学生易于理解掌握；
2、扩充——多向思维，开拓思路
就是根据课堂教学的实际需要，对教材内容进行适当的补充、增加。
3、探究——以疑促思，体验感悟
通过教师对教材的加工和处理，使课堂上学生的活动更具有探究性。
4、拓展——扩展课外，延伸社会
既立足于课堂，又不局限于课堂，努力做到课堂向课前延伸，向课后拓展，向大自然、社会和家庭开放，努力促进多种教学资源的利用。
总而言之：好的教学效果＝好的教学内容＋好的呈现形式＋好的教学方法
六、设想学生收获
走近学生你会发现他们收获很多：
1、获得适应未来社会生活和进一步发展所必须的重要数学知识及基本的数学思想方法和必要的应用技能。
2、初步学会运用数学的思想方式观察、分析现实社会，去解决日常生活中其它学科中的问题，增强应用数学的意识。
3、体会数学与自然及人类社会的联系，了解数学的价值增进对数学的理解和学好数学的信心。
4、具有初步的创新精神和实践能力，在情感态度和一般能力方面都得到充分发展。
七、理想课堂
1、激发学生思考的火花；
2、学生享受合作探究的乐趣；
3、师生互动、和谐发展。
4、三维目标的有效落实。
篇2：冀教版九年级数学教案
Oral words and expressions: poetry, description, continue, beyond Teaching Aims: 1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.How to make suggestions.2.The grammar: infinitives.3.Some words and expressions: learn/know …by heart Teaching Difficult Points: The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why? 2.What kinds of poetry do you like best? After a while, let the students in each group present their ideas to the class in front of the class.Step2: Listen to the tape and find the answers to the questions: 1.Have Brian finished his poem? 2.What’s Danny’s poem about? Step3: Reading task: 1.Read the text and underline the new words in this lesson.2.Present the meanings of the words with the help of the media computer.We can use our body language if necessary.3.Tell the main idea of this lesson.Step4: Read the text again and decide the statements are true or false.1.Jenny wrote a Chinese poem.2.Brian wrote a poem about nature.3.Danny learned his poem by heart.Step5: Deal with the language points.How to make a suggestion: Maybe you could write a description of your favourite place.The infinitives: I haven’t decided what to write about.Would you like to hear my poem? I don’t need to read it.Let the students sum the use of infinitives of this lesson.Then encourage them to make more sentences with the grammar.Step6: Activities 1.Divide the class into several groups.Then let them translate a Chinese poem written by Li Bai or other famous poets.Then compare the translations of the groups.Let’s see which is the best? 2.Each group writes an English poem about the familiar things around us.Then let them change the poems in groups.They may give their own advice to the poems written by others.Step7: Describe the picture in English.Ask the students work in their formal groups.Then let them read their poems in class loudly.Step8: Come to “LET’S DO IT”.Work with a partner.Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry? Homework 1.Finish off the activity book.2.Get more information about the English poetry after class.Feedback：
The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary.We can use the Internet to help us.The teacher should stimulate the students’ interests about the English poetry.The students can have more time to search more information on the Internet after class.Blackboard Design
Lesson 2: Poems About Nature Teaching Content: Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims: 1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.3.Compare the differences between the English and Chinese poetry.Teaching Important Points: 1.Learn the English poetry about nature by hearty.2.Know how to write an English poem.Teaching Difficult Points: Use what we learn to write an English poem.Teaching Aids: audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Divide the class into several groups.Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter? Choose several best poems and let the students read them in front of the class.Show some pictures of winter to the students.Help them to find more words to describe winter.Step2: Listen to the tape and fill in the blanks.1.Does the poem make you think of _______? 2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3: Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature.So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4: Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today.Encourage them to stand in front of the class and tell his story to us.Step5: Reading task Encourage the students to ask questions about this text.Finish the task in groups.Let the students design questions and exchange them in groups.They can ask questions like this: 1.What are your ideas for a nature poem? 2.What can you do to describe about something? Step6: Activities.Work in groups.Write a poem about the two pictures.Finish a poem.Then each student in the group correct it before reading it to the class.Step7: Come to “LET’S DO IT!”
The task is similar to the step6.Finish it in class.Try to write a poem about one of the seasons.The teacher shows some pictures about the seasons to the students.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback：
It is fun and interesting to write a poem in English.The teacher tries to write a poem and presents it to the class.Let the students correct it if they have any good ideas.Some students are interested in English, and they are also interested in poems.So give them more chances to create their minds.Blackboard Design
Lesson 3: Say It in Three Teaching Content: Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, Teaching Aims: 1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.3.Compare the differences between the Chinese and Japanese poems.Teaching Important Points: 1.Learn about an old style of Japanese poem: Haiku.2.Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points: The old form of Japanese poetry: Haiku.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show pictures of Japanese poets and poems.Then introduce Haiku to the students.The teacher can find some music to match the poem.Step2: Listen to the tape and fill in the blanks.Usually Haikus are about _______.Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3: Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4: Read the text and find the answers to the questions: 1.Do Haikus tell a story? 2.What’s a syllable? Step5: Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text.Use the sentence: I need a ______.Let the others give the answers, one student write the words down.3.After finishing the poems, read it to the class.All the groups have different poems.Do they sound funny? 4.Decide a subject by each group.Then make a pattern according to the subject.Then finish the poem as the models in the text.5.Read the poem to the class.Homework: 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:
Some students may think the foreign poems are funny and easy.The teacher may also think so.It is possible for the students to create poems like those we have learned in the class.Give them more chances to create their minds.The teacher can try some poems, too.The class and the teacher can find much fun in learning foreign poems.Blackboard Design：
Lesson 4: The Wish Teaching Content: Mastery words and expressions: wish, in the middle of, stone, friendship, Teaching Aims: 1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points: 1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points: The use of “without”.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Listen to the tape for several times.At the same time, ask the students to sing after it.Test how long they grasp the rhythm of the song.Step2: Read the song as a poem.Let the students read the poem as a lyric line by line.Step3: Make a poem like this.Divide the class into several groups.Make the similar this.Every group makes a poem.Then present it to the class.If the others have other better ideas, they can give their advice.Step4: Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5: Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the others’ poems and gives his advice.4.After examine all of their poems, change them with the other group.Give their reasonable advice.5.The teacher gives them chances to express themselves.Homework：
1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Feedback: The students are familiar to the Chinese poetry, but the foreign ones are hard for them.When the students practice, the teacher should give them a hand if necessary.It is a challenge for the Chinese students to write foreign poems.Encourage them more in order to stimulate their interests of learning English.Blackboard Design:
Lesson 5: That’s a Funny Limerick!
Teaching Content: Mastery words and expressions: both…and… Oral words and expressions: blank, motion Teaching Aims: 1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.3.Compare the differences between the Chinese and foreign poetry.Teaching Important Points: 1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points: Know how to write a limerick.Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English.If they can’t express themselves in English, they can say them in Chinese.2.Let some students tell jokes.Encourage them to tell jokes in English.Step2: Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2.They choose _______ to describe the weight.Step3: Read and get the main idea of the text.1.Let the students scan the text.Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4: Do with some language points.Either…or…, both…and…
Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5: Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”.Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks.Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Feedback:
Limerick is fun.It’s interesting for the students.The students may like to practice it very much.Everyone writes a limerick.The class will be full of laughter.Ask the students to begin the similar dialogue in class to practice the limerick.Blackboard Design
Lesson 6: Say It in Five Teaching Content: Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims: 1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points: 1.Grasp the pattern of the five-line poem.2.Use the pattern to describe something.Teaching Difficult Points: Use the pattern to describe something.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns.Let the students give some examples.Step2: Listen to the tape and answer the following questions: 1.Who created the five-line poem? 2.How many poems does the text show us? Finish the listening part in class in oral.Step3: Reading task: Read and tell the main idea of the text.This is a game to practice the students’ memories.It can improve the students’ summary abilities.Step4: Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5: Activity: Show some pictures to the students.Let them the favourite one to describe.They can work in pairs.Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.Step6: Come to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem.Say about their different forms and different patterns.A haiku is just a description of a scene.It is simply what is happening in this place, at this moment.Five-line poem has five lines.It is always about a single topic.Each line has a set number of words.The first line has one word.The second line has two words.The third, or middle, line has three words.The fourth line has four words.The last line has one word.2.Finish the task in groups.Choose one topic as they like.Then exchange the poems among the groups.Step7: Homework 1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:
We learn different kinds of foreign poetry.They are limericks, five-line poems and Haiku.The students may think they are very interesting.Some students have surprising poems that you didn’t think of.Give them more chances to practice so that they can create their minds.Lesson 7: Trading Poems Teaching Content: Mastery words and expressions: awake, riddle Oral words and expressions: avenue Teaching Aims: 1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points: 1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points: Write a letter with what we learn in this unit.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1: Show the type of the letter.Let the students sum how to write a letter.Pay attention to the written style of the envelope.Step2: Listening task Listen to the tape and fill in the blanks.1._______ is a beautiful way to express thoughts and feelings.2.Danny’s teacher says Danny’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3: Read the text and answer the following questions: 1.Does Danny think it is hard to write a poem? 2.Did Li Ming write back to Danny? Ask the students scan the text and answer the questions.Step4: Practice Write a letter to your friends about what we learn in this unit.The teacher encourages them to write a poem to their friend, too.It’s hard, so they can choose any topic that they like.They only write for friends.We don’t need to demand too much.Step5: Come to “LET’S DO IT”.Finish the task in groups of three or four students.In a small group, write a poem like the one in Li Ming’s postcard.1.First, choose a word your group like.They can choose any word that they like.Because the task is to begin a poem with the letters in this word, everyone can write a word on a piece of paper.Then they can choose one from these.2.Use each letter in this word to begin a line of our poem.Everyone in the group can write different poem according to the word.Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall.It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6: Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:
The last poem that we learn in Li Ming’s postcard is very interest
Lesson 8: Unit Review
Teaching Content: Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims: 1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points: 1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points: The use of infinitives.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1: Listen to some beautiful poems in Chinese or in English.Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2: Do the exercises in Lesson8.At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3: Let the students write some difficulties on the blackboard.Then let’s try to solve them together.The most important grammar is the infinitive.For example: I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4: Practice the spoken English.Make a similar dialogue according to the Speaking the Language part.It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this.Then present it in front of the class.Step5: Play “Story Game’.Work in groups to finish the task.When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class.Whose story is the funniest? Step6: Homework 1.Finish the exercises in activity book.2.Preview the next lesson.Summary:
Poetry is an important part of culture.So it is useful to learn it well.This unit gives us opportunities to practice.Making suggestions is important, too.So let the students make dialogues to practice it.The teacher should pay attention to the infinitives in this unit.We should practice more in this class.Lesson 9: What’s a “Horkey”?
Teaching Content: Mastery words and expressions: helpful, at the same time Oral words and expressions: DNA, combine, juicy, mule, donkey Teaching Aims: 1.Know more about cloning.2.How to combine two different things.Teaching Important Points:
1.Talk about the ability and inability.2.The use of coordinating conjunctions.3.Combine two different things.Teaching Difficult Points: Talk about the ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the class by showing some pictures about combining to the students.They may be about different things, such as food, fruit, animals and other things.Step2.Listen to the tape and answer the following questions: 1.Can Danny combine a donut and a pizza? 2.Who wants to combine a cow and a chick? Let the students answer the questions with the help of the pictures.Finish the task in oral in class.Step3.Read the text and fill in the blanks with the correct words.1.We can combine two different ______ or two different ______.2.Brian would combine ______ and ______.Look through the whole text quickly and answer the questions in class in oral.Step4.Encourage the students find the new words in this lesson.Give more examples and let the students understand more about the words.I would combine a donut and a pizza.Then I could have breakfast and lunch together.Then I would have little, juicy bananas.Do you know what a mule is? It has a horse as mother and a donkey as a father.Step5.Read the text again and encourage them to find more questions about the text.One student stands up and asks a question.The others who want to answer can stand up and answer it as quickly as he can.For example: 1.What would you combine? 2.What about combining a duck and a deer? 3.Can we combine apples and bananas? Step6.Come to “PROJECT”.Finish the task in groups of three or four students.Think about something that is combined by two different things.Each of the group writes his answer down and shows it to others.Then choose the most meaningful one to study.What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage? Talk about the questions above, then sum their ideas.Give a report in front of the class.Demonstrate your ideas.Describe the thing that you combine in detail.Describe its advantages and disadvantages.Step7.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary In this lesson, we learn to combine two different things together.In order to get new living things, we must make full use of our imagination.What can the things that we combine are used for? It is important for us to discuss.During the discussion, we practice our spoken English.Lesson 10: What is DNA? Teaching Content: Mastery words and expressions: generally, twin, clone, not only…but also Oral words and expressions: blueprint, identical, egg, identify Teaching Aims: 1.Know how to write a passage on science.2.Learn something about DNA.3.Know more about our body.Teaching Important Point: 1.Master the words and expressions of this lesson.2.The ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Point: The use of DNA.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in the text by discussing what DNA is.Divide the class into several groups.Then talk about the subject for several minutes.Then one of the groups presents their opinions in front of the class.Step2.Listening task:
Listen to the tape and fill in the blanks with the correct words you hear.1.Generally speaking, a ______ is a drawing.2.______ for identical twins, each living thing has its own unique DNA.Play the tape once.Then let the students try to finish the task in class in oral.Step3.Reading task: Read the text quickly and answer the following questions: 1.Where does your DNA come from? 2.Is your DNA in every part of your body? Finish the reading task in class in oral.Try to get more information about the text at the same time.Step4.Read the text again.Find the sentences with the new words.Try to create situation about the new words.Then make sentences with the new words.If someone can make a whole story with the new words that we learn in this lesson, the teacher must encourage her.The sentences with the new words: Generally speaking, a blueprint is a drawing.Identical twins are two children that grew from the same egg.They are clones.From your DNA, scientists can identify not only you, but also people related to you.Step5.Let some students tell some details about the text.What is DNA?
Where is your DNA from? What is DNA used for? Step6.Come to “LET’S DO IT”.Finish the task with a partner.Find the things about you that show your parents’ DNA.Talk about if for a while.Then let some volunteers come to the front to talk about the subject.Step7.Homework 1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:
You look like your father or your mother.That identifies the DNA of your body from your parents.DNA is very fascinating.Each living thing has its own unique DNA.Try to find more ways to use the DNA in many fields.Discuss the use of DNA in this class.Make full use of it to help more people in the world in more fields
Lesson 11: Cloning People? Teaching Content: Mastery words and expressions: exactly, divide, crazy Oral words and expressions: human being, original, adult, Dolly, insect Teaching Aims:
1.Know more about cloning.2.Create the students’ spirit of cooperation.Teaching Important Points: 1.The advantages and disadvantages of cloning.2.The expression of ability and disability.3.The use of coordinating conjunctions.Teaching Difficult Points: The advantages and disadvantages of cloning.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure:
Step1: Show a picture of Dolly.Then let the students discuss what our life will be if we make a clone of ourselves.Divide the class into groups of three or four.Discuss for five minutes.Then present their results to the class.Step2.Listening task: Listen to the tape and fill in the blanks with the correct words you hear.1.The clones are the ______ height.2.There are ______ ways to clone people.Finish the task in class in oral.Step3.Reading task: Read the text and decide whether the following statements are true(T)or false(F).1.We can make clones from dead animals.2.Each clone would be a different person.3.We can combine the DNA of pigs and dogs.Finish the task in class in oral.Step4.Pair work: Read the text again and find more details about the text.Try to solve the following problems.Talk about them with your partner.At the same time, encourage them to ask more questions about the text.How many ways are there to clone people? What are they? Do you want a clone of your self? Why? What is the use of cloning? Try to finish it in a limited time in order to improve their comprehension ability.Step5.Read the text by the students.Give the students time to listen to the tape again.Then make a chance for them to practice in front of the class.Step6.A debate Divide the class into two groups.One group is for the advantages of cloning.The other is for the disadvantages of cloning.The teacher designs the task in order to find out the meanings of cloning.Step 7.Come to “LET’S DO IT’.This task is similar to the one is step6.This topic is about the food.The students can use their imaginations.Of course the best way is to search on the Internet for more information about the subject.Step8.Homework 1.Search more information about cloning on the Internet or in the newspaper.2.Finish off the exercises in the activity book.Summary:
Cloning is a popular subject in the modern society.It is good for the students to know more about that.Encourage the students to find out more information on the Internet.They can use other tools to get more.Give them chances to present their results in the next lesson.Lesson 12: Did You Ever See a “Chorse”?
Teaching Content: There are no new words and expressions in this lesson.Teaching Aims: 1.Know more about combining.2.Find the differences between the Chinese and foreign songs.Teaching Important Points: 1.The expression of ability and disability.2.The use of coordinating conjunctions.3.Sing the song fluently.Teaching Difficult Points: Combine two different living things.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Show some pictures of animals to the students.Let them imagine what animals what animals they would like to combine.What would they look like? What are they used for? Divide the class into groups of three or four.Then discuss the questions for five minutes.After a while, show their results to the class in front of the class.Step2.Listen to the song and repeat after it.Play the tape for several times.Let the students to be familiar to the rhythm of the song.Step3.Read the song as a lyric.Then let the students make up other similar songs according to their imagination.Let some volunteers present their song to the class.Step4.Let the students try to sing the song together.Play the tape again.Ask them to sing after it for several times again.Step5.Ask some volunteers to sing in front of the class.Step6.Come to “LET’S DO IT”.Work in a small group to finish the task.Use the pattern in the song to tell customers about your new animals.Describe the new animals in the following ways.What animals will you combine? What is the new animal look like? What are they used for? What will you name them? At last, they can present their result in words or in pictures.Let the students talk about the subject for five minutes.Then let one of the members come to the front and present their result.Step7.Homework 1.Finish off the exercises in activity book.2.Practice the song after class.Summary:
This song is about combining.Combine two different things together by changing their DNA.It is a new technique.We must make full use of it in many ways.The students today are the future scientists and engineers.So let them know more about coming is good for them.Give them more chance to search after class.Help them to use many tools to teach themselves.Lesson 13: Clones Are the Same Teaching Content: Oral words and expressions: laboratory Teaching Aims:
1.Practice the students’ spoken English.2.Create the students’ imaginations.Teaching Important Points: 1.Know more about cloning.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The expression of ability and inability.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question “What would you like to clone?” in groups.They can use the following patterns: What would you like to clone? Why? Give the students five minutes.Then let them act their dialogues out in front of the class.Step2.Listening task: Listen to the tape and answer the following questions: 1.Jenny would like to clone a dog.2.Danny would clone himself.Finish the task in class in oral.Step3.Reading task: Scan the text and answer the following questions: 1.What would Jenny like to clone? 2.What would Brian like to clone? 3.Why would Danny like to clone himself? Finish the task in class in oral.Step4.Read the text again and find the main idea of the text.Ask some students to say it in front of the class.Step5.A Game Make up a similar dialogue according to the text.Finish the task in groups of three or four.Give them five minutes.And then ask the students to present their dialogues in front of the class.Step6.Discussion Discuss the use of the clones of yourself.If you have a clone of yourself, what would you like him to do for you? Do you think it is very useful? Step7.Come to “PROJECT”.Divide the class into groups of three or four.Talk about the subject “Have you heard of cloned animals?” The next is “If you are a scientist, what would you like to clone? Why?”
Talk about the subjects in groups.The students may have five minutes to finish the task.Then try to present your result to the class in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:
Cloning is new to some students.It is useful to give them more time to talk about the subject.They can find more information about cloning on the Internet or with other tools.Encourage them to know more after class by themselves
Lesson 14: A Clone of My Own Teaching Content:
Mastery words and expressions: secret, copy, doubt, stupid, chess, robot Oral words and expressions: foolish, flute, closet, prefer, play chess, prefer…to… Teaching Aims:
1.Improve the students’ written ability.2.Create the students’ imaginations.Teaching Important Points: 1.Imagine the use of cloning in our daily life.2.The expression of ability and inability.3.The use of coordinating conjunctions.Teaching Difficult Points: The use of coordinating conjunctions.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Talk about the question: Would you like to have a clone of yourselves? Why? Finish the task in groups.Give the students five minutes to discuss the subject.Then let the students present it in front of the class.Step2.Listening task: Listen to the tape and answer the flowing questions: 1.How old is Kate? 2.What does “foolish” mean? Finish the task in class in oral.Step3.Scan the text and decide the following statements are True or False: 1.Katie would like a secret clone.2.Katie already has three sisters.3.Katie’s clone would live the living room with Katie.Finish the task in class in oral.Step4.Read the text again and try to find the sentences with the new words.What does Katie mean by “a secret clone”? I doubt what she says!“Foolish” means “silly or stupid”.Also, she would play chess with me.Maybe I need a robot!She would feed my tow cats, clean my room and practise my flute.Step5.Ask some students to tell the main idea of the text.Let some students say it in front of the class.Step6.Group Work Talk about the subject in groups.Talk for about five minutes.If you have a clone of yourself, what would you like her or him to do for you? Write what you think of down on a piece of paper.Then exchange their ideas in groups.One of the members sum what they think of.Then present it in front of the class.Step7.Come to “LET’S DO IT”.Finish the task in pairs.Make up a dialogue with a partner and act it out in front of the class.Encourage them to make the story funny.Make the ending surprising.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:
It is fun to give the students chances to speak in front of the class.Sometimes they think they are not happy in their daily life.They don’t want to do something sometimes, so they want someone else to do it for him or her.Maybe some students think clones of themselves are useful to them.Lesson 15: Cloning Questions
Teaching Content: Mastery words and expressions: neither, nor, neither…nor…, dead Oral words and expressions: mammoth Teaching Aims:
1.Be familiar to the e-mail.2.Know more about cloning.Teaching Important Points: 1.The expressions of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by showing some pictures of cloning.Let the students talk about the use of cloning.What is cloning? What is cloning used for? What can we do with cloning? Step2.Listening task: Listen to the tape and answer the following questions: 1.What did Li Ming study this week in school? 2.What’s the name of the first cloned animal? Ask the students to answer the questions in class in oral.Step3.Reading task: Read the text and decide the statements are True or False.1.Li Ming doesn’t think cloning is interesting.2.Li Ming knew how the sheep Dolly cloned.3.Jenny has ever studied cloning.Finish the task in class in oral.Step4.Read the text again and find the sentences with the new words.Let the students guess the meanings of the new words.Give more examples with the new words.I knew that English scientists had cloned a sheep, but I knew neither how nor why.I chose mammoths.Ask the students to make sentences with neither…nor… He is neither a teacher nor a doctor.Neither he nor I am thirteen years old.Step5.Sum the main idea of the two e-mails.Let the students tell them in their own words, not word by word according to the content of the e-mails.Step6.Come to “LET’S DO IT”.Divide the class into groups of three or four.Use the Internet or other tools to find more information about cloning.Talk about what, where, when, why and how cloning is taking place.Everyone writes down a short passage, then exchange it with the others.Next one of the members of the group gives a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Ask your parents for some information about cloning.Summary:
Cloning is new to the students.Let them get more information on the Internet.That is helpful for them.It is helpful for them to use the Internet for some important information.On th the coordination conjunctions are important in this unit.So make more practice in class.Lesson 16: Unit Review Teaching Content: Mastery words and expressions in this unit.Oral words and expressions in this unit.Teaching Aims: 1.Learn to use the Internet and other tools to search more information.2.Know more about cloning.Teaching Important Points: 1.The expression of ability and inability.2.The use of coordinating conjunction.Teaching Difficult Points: The use of coordinating conjunction.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of lesson: review lesson Teaching Procedure: Step1.Group work Talk about the question in groups.“What do you like to clone the most? Why?” Let the students write their opinions down on a piece of paper.Then exchange their opinions.At last, one of the members sums the opinions and gives a report in front of the class.Step2.Finish the exercises in this lesson.Find out the problems and write them down on the blackboard.Discuss the problem together and find out the correct way to solve the problems.Step3.Do with “Grammar in Use”.Let the students finish the exercises.Then ask the students to make some sentences with neither…nor…, not only…but also….Not only he but also his father is handsome.Neither my mother nor my father likes this kind of fruit.Step4.Come to “Speaking the Language”.Complete the dialogue.Then ask the students to make a similar dialogue with his partner.Then present it in front of the class.Step5.Play the game “Stop-Go”
Play the game in front of the class.Start the game with 10 volunteers from the class.Play the game to practice the “ability and inability” expressions on this page.Change the students to play the game if the time is enough.Step6.Group work Divide the class into several groups.Ask them to introduce themselves in the group.Then choose two best ones to present in front of the class.Step7.Homework 1.Finish off the exercises in activity book.2.Find out more information about cloning on the Internet.Summary:
This unit is designed to review the main language points in this unit.It is used to build the vocabulary of the unit.Practice the grammars and spoken English in this unit.All those are put in a situation of cloning.Cloning is a new subject for the students.It is very interesting to discuss.Lesson 17: Do Mistakes Matter? Teaching Content:
Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, common Oral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims: 1.Know the cultural differences between China and western countries.2.Improve the students’ abilities of speaking English.Teaching Important Points:
1.Target language: I made a mistake.He looks confused.Buying things in China is confusing.2.Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching procedures: Step1.Lead in The teacher shows some pictures to the students with the Multi-media computer.The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences.The others show cultural differences.We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task.Encourage the students to speak more.They can use their own pictures to help them.Step2.Listening task
Listen to the text and answer the following question: 1.Where is Bruce from? 2.What does Bruce’s father do?
3.How much does Li Ming pay for the two pops? 4.How much did Bruce pay for one pop?
Ask the students to listen carefully and answer the questions.We can arrange the students to listen to the part that is connected with the two questions.Step3.Read and find the new words: He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4.Reading task:
Read the text again and answer the questions: What are Bruce and Li Ming doing? Is Bruce confusing?
Where don’t people try to change the price, in China or in North America?
Encourage the students to ask more questions by themselves.Step5.Fill in the blanks with the right forms of the words given.1.My brother is _______(迷惑的).2.It is so ______(迷惑的)a thing.3.Does he often ______(犯错误)?
This part is used to check if they have grasped the new words.Step6.Activity
Suppose you and Bruce are shopping, you are bargaining with the clerk.Bruce can bargain, too.Divide the class into several groups and talks about the questions.After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class.Choose the best group and praise them.Step7.Think about: What’s the difference between people in China and North America when they are shopping?
Use the formal group to finish the task.When the students discuss, the teacher walks around the classroom to see if they need any help.Step8.Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions.As usual, the class can be divided into two groups.One group thinks the shopping center is good.The other thinks the market is better.Let them debate for five minutes.Then let one student in each group to sum the opinions of his own group.Step9.Homework
Find more information about the differences between China and western countries.Summary:
This interesting text is about bargaining in China.It’s based on the different cultures between Chinese and Western countries.In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China.Try to help them when you meet foreigners.Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait!Don’t Eat Yet!
Teaching Content:
Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirs Oral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims: 1.Find the differences between the Chinese and Western customs at table.2.Cultivate the students’ creation and cooperation spirit.Teaching Important Points: 1.The expressions of similarities and differences.2.Grasp the Past Future Tense.Teaching Difficult Points: The expressions of similarities and differences.Teaching Preparation: pictures Teaching Aids: flashcards, audiotape, pictures Type of Lesson: new lesson Teaching Procedures: Step1.Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?
Show some pictures with the help of the multi-media.The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes.Then let them say in front of the class.When the student is speaking, the others can ask him or her questions about his subject.Step2.Listening task Listen and answer the following questions: 1.Table manners in China and Canada are quite ______.2.In China, if your guests have no food on their plates, putting food on their plates is ______.3.It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3.Read the text and find out the sentences with the new words.All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!”
Step4.Reading task: Read the text and decide the statements are true or false.1.In China, if you drop something on the tablecloth, you usually pick it up and eat it.2.In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table.Exercises: Fill in the blanks with the right forms of the words given.1.I think______(sing)loudly at table is not polite.2.It’s rude ______(point)to the others when you eat at table.3.His mother said he ______(return)the fork to the restaurant tomorrow.4.Nobody ______(know)the secret except me.Step6.Activity:
Project: What’s the story? 1.Find pictures in magazines.2.Make up a quick story about your picture.3.Trade your picture with the students from another group.Practice:
Show some pictures to the students.Let the students picture them.Show some different pictures in different situations.Let them give vivid description.When they finish one picture, try to show them the whole story.If we don’t have enough time, show them the main idea.Step8.Consolidation
Suppose you have a foreign friend.He will come to China.Make a chart.Write down his/her name, his nationality, his language and his aims.Show it to your partner, then finish it in class.Lesson 19：Sayings
Teaching Content: Mastery words and expressions: culture, several, action, fly, as soon as Oral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggle Teaching Aims: 1.Know more about the differences between the Chinese and Western table manners.2.Train the students focus abilities.3.Cultivate the students’ cooperation abilities.Teaching Important Points:
篇3：苏教版九年级文言文辩证
教科书注云:“昳丽, 光艳美丽。” (教科书第163页) 笔者认为此注欠当。
许慎《说文解字》注曰:“昳, 日昃也。”即“日落”之意, 并据此引申为“光艳” (见《辞源》“昳”字条目) 。由此看出, 把“昳”释为“光艳”是有章可寻的, 但是如果用“光艳”一词来形容“八尺”男儿的形貌, 似乎给人不伦不类之感。
东汉高诱认为:“昳, 读曰逸”, 他把“昳”看成“逸”的通假字, 《辞海》亦承认此说:“昳, 神采焕发, 容貌美丽。东汉高诱注曰:‘昳, 读曰逸。’”
其实高诱所注的“逸”也是通假字, 本字应为“佚”。如《论语》“逸民”:《说文解字》引作“佚民”, “佚”有“美”之意;《离骚》:“见有之佚女”, 王逸注:“佚, 美也。” (见《辞海》)
显见, “昳丽”的“昳”是“佚”的同音通假字。那么, “昳丽”则为同义复词, 作“美丽, 漂亮”讲。故全句可翻译成:“邹忌身高八尺多, 身材魁梧, 容貌漂亮。”
二、《捕蛇者说》 (九年级下) :“苛政猛于虎也”
教材注解“苛政猛于虎也”为:“苛酷的统治比老虎还要凶啊!”
注文把“政”训为“统治”, 笔者以为不恰当, 因为此注与全文主旨不符。
全文是采用“蛇”、“赋”对照, 运用逐层深入的对比来阐明主旨的。文章先以“吾斯役之不幸, 未若复吾赋不幸之甚也”来点明赋毒甚于蛇毒, 接着分别以蒋氏三世生活与六十年来乡邻生活、捕蛇免赋之乐与悍吏逼赋之苦、暂免与常免、后死与先死等几个方面进行比较, 具体阐明赋毒甚于蛇毒, 并在此基础上, 借用孔子说的“苛政猛于虎也”作佐证, 从而得出“赋敛之毒有甚是蛇者”的结论。
柳宗元本身也是封建统治阶层中的一分子, 他写作本文的目的是在于“以俟夫观人风者得焉”, 他希望封建上层建筑能够体恤民情, 轻徭薄赋, 以维护封建统治。由于作者的时代性和阶级性所局限, 他不可能全盘否定封建统治。如果释“苛政”为“苛酷的统治”, 那就是望文生义, 有人为拔高作者思想认识之嫌。故笔者认为此处“政”应注为“征”。
在《简明古汉语字典》、《古汉语常用字词典》中都收有“政, 通征, 赋税”的义项。贾延柱先生编著的《常用古今字通假字字典》也认为:“政与征上古同属章纽耕部, 同音同假。”训为“赋税, 徭税”。
其实, “政”作“征”解的在古代典籍中并不鲜见。如:
1.《周礼·地官·土均》:
“土均掌平土地之政。”郑玄注:“政, 读为征。地征, 谓地守, 地职之税也。”意思是:土均要掌管合理征收土地的税收。
2.《左传·哀公十一年》:
“事充, 政重, 上不能谋, 士不能死, 何以治民?”意思是:徭役繁重, 赋税又多, 在高位的不能谋划, 战士不能为他拼命, 用什么治理百姓?
3. 晁错《论贵粟疏》:
“勤苦若此, 尚复被水旱之灾, 急政暴虐, 赋敛不时。”意思是:如此疲劳辛苦, 还要遭受水旱灾害, 官府紧急征收凶暴, 不按时征收赋税。
综上所述, “苛政猛于虎也”应翻译为“苛重的赋税比老虎还要凶猛可怕啊!”
三、《曹刿论战》 (九年级下) :“衣食所安, 弗敢专也, 必以分人”
教科书注“衣食所安, 弗敢专也”为:“衣食这类养身的东西, 不敢独自享有。安, 有‘养’的意思, 弗, 不。专, 独占。”
教科书注“安”为“养”是有根据的, 唐孔颖达疏:“公意衣食二者, 虽所以安身, 然亦不敢专己有之, 必以之分人。”但与情理有悖。“衣食这类养身的东西”, 绝不是庄公独自专有, 人们也决非要待庄公分而后有之, 应该说, 只要能生存下去, 人人皆有, 只不过有好坏之别罢了。所以清人俞樾在《群经平议》中批评孔颖达的观点:“传文但言所安, 不言所以安, 孔义非也。”俞樾同意三国韦昭给“孝敬忠贞, 君父之所安也” (《晋语》) 句中的“安”字的注释:“安犹善也。”的观点他认为:“此谓虽己之所善, 而必以分人”。笔者亦同意此观点。“安”确实有“善”的意思, 《中华大字典》中“安”字条目第16义项就是“善也”。《汉语大词典》也认为“安”可以释为“善”、“喜欢”, 并且例句就是“衣食所安, 弗敢专也, 必以分人”这一句。庄公这句话是说, 自己感到好的衣食, 不敢专享, 必以之分人。也正因为衣食中的精美者数量有限, 分的面不可能广, 所以曹刿说:“小惠未偏, 民弗也。”如此解释既合情合理, 上下文衔接自然。
篇4：苏教版九年级文言文辩证
一、《邹忌讽齐王纳谏》(九年级下):“邹忌修八尺有余,而形貌昳丽”
教科书注云:“昳丽,光艳美丽。”(教科书第163页)笔者认为此注欠当。
许慎《说文解字》注曰:“昳,日昃也。”即“日落”之意,并据此引申为“光艳”(见《辞源》“昳”字条目)。由此看出,把“昳”释为“光艳”是有章可寻的,但是如果用“光艳”一词来形容“八尺”男儿的形貌,似乎给人不伦不类之感。
东汉高诱认为:“昳,读曰逸”,他把“昳”看成“逸”的通假字,《辞海》亦承认此说:“昳,神采焕发,容貌美丽。东汉高诱注曰:‘昳,读曰逸。”
其实高诱所注的“逸”也是通假字,本字应为“佚”。如《论语》“逸民”:《说文解字》引作“佚民”,“佚”有“美”之意;《离骚》:“见有之佚女”,王逸注:“佚,美也。”(见《辞海》)
显见,“昳丽”的“昳”是“佚”的同音通假字。那么,“昳丽”则为同义复词,作“美丽,漂亮”讲。故全句可翻译成:“邹忌身高八尺多,身材魁梧,容貌漂亮。”
二、《捕蛇者说》(九年级下):“苛政猛于虎也”
教材注解“苛政猛于虎也”为:“苛酷的统治比老虎还要凶啊!”
注文把“政”训为“统治”,笔者以为不恰当,因为此注与全文主旨不符。
全文是采用“蛇”、“赋”对照,运用逐层深入的对比来阐明主旨的。文章先以“吾斯役之不幸,未若复吾赋不幸之甚也”来点明赋毒甚于蛇毒,接着分别以蒋氏三世生活与六十年来乡邻生活、捕蛇免赋之乐与悍吏逼赋之苦、暂免与常免、后死与先死等几个方面进行比较,具体阐明赋毒甚于蛇毒,并在此基础上,借用孔子说的“苛政猛于虎也”作佐证,从而得出“赋敛之毒有甚是蛇者”的结论。
柳宗元本身也是封建统治阶层中的一分子,他写作本文的目的是在于“以俟夫观人风者得焉”,他希望封建上层建筑能够体恤民情,轻徭薄赋,以维护封建统治。由于作者的时代性和阶级性所局限,他不可能全盘否定封建统治。如果释“苛政”为“苛酷的统治”,那就是望文生义,有人为拔高作者思想认识之嫌。故笔者认为此处“政”应注为“征”。
在《简明古汉语字典》、《古汉语常用字词典》中都收有“政,通征,赋税”的义项。贾延柱先生编著的《常用古今字通假字字典》也认为:“政与征上古同属章纽耕部,同音同假。”训为“赋税,徭税”。
其实,“政”作“征”解的在古代典籍中并不鲜见。如:
1.《周礼·地官·土均》:“土均掌平土地之政。”郑玄注:“政,读为征。地征,谓地守,地职之税也。”意思是:土均要掌管合理征收土地的税收。
2.《左传·哀公十一年》:“事充,政重,上不能谋,士不能死,何以治民?”意思是:徭役繁重,赋税又多,在高位的不能谋划,战士不能为他拼命,用什么治理百姓?
3.晁错《论贵粟疏》:“勤苦若此,尚复被水旱之灾,急政暴虐,赋敛不时。”意思是:如此疲劳辛苦,还要遭受水旱灾害,官府紧急征收凶暴,不按时征收赋税。
综上所述,“苛政猛于虎也”应翻译为“苛重的赋税比老虎还要凶猛可怕啊!”
三、《曹刿论战》(九年级下):“衣食所安,弗敢专也,必以分人”
教科书注“衣食所安,弗敢专也”为:“衣食这类养身的东西,不敢独自享有。安,有‘养的意思,弗,不。专,独占。”
教科书注“安”为“养”是有根据的,唐孔颖达疏:“公意衣食二者,虽所以安身,然亦不敢专己有之,必以之分人。”但与情理有悖。“衣食这类养身的东西”,绝不是庄公独自专有,人们也决非要待庄公分而后有之,应该说,只要能生存下去,人人皆有,只不过有好坏之别罢了。所以清人俞樾在《群经平议》中批评孔颖达的观点:“传文但言所安,不言所以安,孔义非也。”俞樾同意三国韦昭给“孝敬忠贞,君父之所安也”(《晋语》)句中的“安”字的注释:“安犹善也。”的观点他认为:“此谓虽己之所善,而必以分人”。笔者亦同意此观点。“安”确实有“善”的意思,《中华大字典》中“安”字条目第16义项就是“善也”。《汉语大词典》也认为“安”可以释为“善”、“喜欢”,并且例句就是“衣食所安,弗敢专也,必以分人”这一句。庄公这句话是说,自己感到好的衣食,不敢专享,必以之分人。也正因为衣食中的精美者数量有限,分的面不可能广,所以曹刿说:“小惠未偏,民弗也。”如此解释既合情合理,上下文衔接自然。
全句可译作:“衣食之中好的,不敢独自专有,一定把它分一些给臣子。”
篇5：冀教版九年级数学教案
1.记忆单词stomach,regret,fever,pale,examination,pain,pardon,X-ray;短语和句型: regret doing…,get/have a(high)fever,get dressed,take an X-ray。
2.掌握重点句型:I don’t feel well.You look pale.You’ll be all right.How are you feeling?I regret eating so many donuts now.You’ve got a high fever,son.Danny’s father gets dressed quickly.I’ve got a pain here.We may need to take an X-ray.3.能够听懂用情态动词should来讲述句子,并掌握询问“生病”的重要交际用语。
4.通过听力训练、合作、分角色扮演等方式,提高学生的英语听说能力。
5.理解课文意思并能回答课后的问题。
1.学习用情态动词should来讲述句子。
2.掌握反意疑问句的用法。
3.学会并能正确使用单词及短语:wake up,hurt,should,need,regret,get dressed。
1.能够正确应用词汇regret,stomach,fever,examination,pale,pain,X-ray,掌握重点短语regret doing…,get/have a(high)fever,get dressed,take an X-ray。
2.能准确应用句型I don’t feel well.You look pale.You’ll be all right.How are you feeling?并运用这些句型听懂课后的听力材料。
StepⅠ.Lead in Leading in 【情景1】
T:Hello,boys and girls.Now you are the ninth graders.Congratulations to you and I will be with you to achieve a great success this year!This week we will learn Unit 1 Stay Healthy.Staying healthy is not only about our physical bodies,it’s also important to exercise our brains by having hobbies and good habits.Today we’ll learn Lesson 1 What’s Wrong,Danny?
Show the Think About It questions at the top of Lesson 1 on PPT and help the students talk about them.T:When you don’t feel well,what do you usually do? S1:I stay in bed and have a rest.S2:I drink some hot tea with honey or sugar.S3:I take some medicine.S4:I usually tell my parents and ask them to take me to the hospital.…
T:When you don’t feel well,it’s nice to have someone who can take care of you.My husband takes care of me when I’m sick.But if you get really sick,your family members can’t help you.When you get really sick,you should go to the hospital and see a doctor.What does the doctor do? Ss:The doctor checks you,and then gives you medicine to make you feel better.T:That’s right.What is the worst illness you’ve ever had? S1:The worst illness I’ve ever had was the chicken pox.I was very weak and I had a very high fever.My skin was itchy and I always felt tired.T:I see.Did you go to the doctor?How did the doctor help you? S1:The doctor checked my fever and gave me a blood test.And then he gave me some medicine.It helped me get better.T:That’s good.What about you? S2:Pneumonia.T:How did you recover from your illness? S2:I stayed in hospital for several days.Thanks to the doctors and nurses,I soon recovered from my illness.T:That’s good.Can you guess what happens in this lesson? S3:Danny doesn’t feel well so his parents take him to the doctor.T:I think you’re right.Let’s read and find out.[设计意图] 教师通过设计几个学生感兴趣的问题导入新课,从而调动了学生们的学习积极性,参与课堂教学活动的热情。
Leading in 【情景2】
1.T:Hello,boys and girls.Now you are the ninth graders.Congratulations to you and I will be with you to achieve a great success this year!We all have experiences about being sick.If you are sick,what do you usually do? S1:I stay in bed.S2:I drink hot tea.S3:I go to the hospital.…
2.Get the students to look at the picture on PPT.Show students the following picture.Divide students into small groups(4~6 students a group).Ask these groups to discuss the following questions on PPT.•Can you guess what is happening? •What can the doctor be saying? •What can the patient be saying? •If you don’t feel well,what should you do? •What is the worst illness you have ever had? Suggested answers: •A girl is ill.The doctor is looking over the patient.•The doctor may be saying: What’s wrong with you? Have you taken your temperature today? Do you have a fever? Did you have anything to eat?What did you eat? Don’t worry.There’s nothing serious.•The patient may be saying: My stomach hurts.I can’t sleep well all night.I have taken my temperature and the temperature is…
Yes,I ate ten donuts for dessert.I don’t want to eat anything.•If I don’t feel well,my father will take me to see a doctor.•The answer is various.[设计意图] 通过PPT课件和图片提示,努力创造更加真实的语言交际情景,让学生围绕本单元的中心话题“看病”进行学习和知识积累,学习运用目标语言知识。StepⅡ.Presentation Read the text and find out some key phrases and sentences.Key phrases: •wake up •sit up •all right •get dressed •have a fever Key sentences: •I don’t feel well.•I regret eating so many donuts now.•My stomach has never hurt this much before.•You are sick,aren’t you? •Danny’s father gets dressed quickly.•He points to the right side of his stomach.☆教材解读☆
1.It’s 3:00 a.m.Danny wakes up his parents.wake up醒来,把某人吵醒,叫醒,是由“动词+副词”构成的动副短语。当其宾语是名词时,名词既可以放在wake与up中间,也可以放在wake up的后面;但当宾语是代词时,代词只能放在wake up中间。
Please wake her up!请把她叫醒!Wake up your sister.=Wake your sister up.叫醒你妹妹。
2.What’s wrong,Danny? What’s wrong?意为“怎么了?”,常用来询问别人发生了什么事情。
【拓展】(1)表示“……怎么了/出什么事了?”还可用:What’s the matter/trouble(with…)?或What’s…trouble?(2)Something is wrong with…相当于There is something wrong with…,表示“……出了毛病”。
3.I don’t feel well.◆本句表示“我感觉不舒服”,常用一般现在时和现在进行时两种时态。
◆feel在本句中为系动词,意为“感觉”,其后通常跟形容词作表语。
4.I regret eating so many donuts now.regret既可作动词,也可作名词,意为“遗憾,后悔,懊悔,惋惜”。regret doing sth.表示“后悔做了某事”,指对做过的事情感到遗憾、后悔。regret to do sth.表示“对要做某事表示遗憾”。
I regretted to tell him that he had been dismissed.To my surprise,he said to me,“I have no regrets.I only regret having taken the wrong job.”我遗憾地告诉他他被解雇了。使我惊奇的是,他对我说:“我没有任何遗憾。我唯一后悔的是选错了工作。”
5.My stomach has never hurt this much before.◆本句中的this为副词,经常用于口语中,意为“到此程度,如此”。此处可用so来代替this。
◆表达身体疼痛或不舒服,可以用下面的结构:(1)某人+have/has+病症。
(2)某人+have/has+a/an+headache/toothache/stomachache/backache等。
(3)某人+have/has+a+sore+发病部位。
(4)某人+hurt(s)+身体部位或反身代词。
(5)某部位+hurt(s)。
(6)某人+have/has+a+pain+in one’s+身体部位。
(7)There is something wrong with one’s+身体部位。
6.You are sick,aren’t you? 本句是一个反意疑问句。反意疑问句通常由一个陈述句和一个简短的疑问句组成。当陈述句为肯定句时,疑问句为否定;当陈述句为否定句时,疑问句为肯定。
7.Danny’s father gets dressed quickly.get dressed穿衣服,指给自己穿衣服,get undressed脱下衣服。
8.He points to the right side of his stomach.point to为固定短语,意为“指向,指着”,to是介词,着重于指的方向。
【拓展】(1)point at指着,at是介词,着重于指的对象。
(2)point out指出,out是副词,指给某人指出方向、要点、错误等。
[设计意图] 教师引导学生找出本课的重点短语和句型,进行讲解,扫清了学生理解文章的障碍。StepⅢ.Reading 1.Read the text.Ask one student at a time to read a part of the dialogue.Monitor the students’ pronunciation and comprehension.2.Show Let’s Do It!No.1 the four questions on PPT.Ask students to read the text again and answer the questions.(1)Why does Danny wake up his parents early in the morning?(2)What does Danny regret doing?(3)How do they get to the hospital?(4)What does Dr.Ling ask Danny to do? 【Keys】(1)Because he doesn’t feel well.His stomach hurts.(2)He regrets eating so many donuts.(3)They drive to the hospital.(4)Dr.Ling asks Danny to stay in the hospital.[设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Listening 1.Show Let’s Do It!No.2 on PPT.Listen to the dialogue and tick the correct answers.(1)What’s wrong with the woman?
She has a high fever.She has a cold.(2)Did the medicine help her get well?
Yes,it did.No,it didn’t.(3)What advice did the man give to the woman?
She should go to see the doctor.She should try other medicine.【Keys】(1)She has a cold.(2)No,it didn’t.(3)She should go to see the doctor.2.Play the audiotape for Lesson 1.Play it once and ask the students just to listen.3.Play the audiotape a second time and ask the students to answer the questions.4.Check the answers.[设计意图] 学生反复听磁带并跟读。第一次听,要求大概理解对话的意思。第二次听,改为一句一句听,仔细听出每句的内容,并完成问题,通过反复听磁带并跟读培养学生们的听说能力。
StepⅤ.Pair Work:Let’s Do It!No.4 1.Divide students into small groups(4~6 students a group).Ask them to make up some dialogues of their own.The dialogue must be about the stories in the hospital.This is a good time for students to use their imagination.The teacher can help students prepare something that is useful in the action.Give them some useful sentences: Doctor:What is wrong with you?/What is the matter? How are you feeling now? Have you taken your temperature? Did you eat anything this morning? Don’t worry.There is nothing serious.You will be all right soon.Take this medicine three times a day.Drink more water and you had better stay in bed.Eat more fruit and vegetables.Don’t eat too much meat.Patient:I have got a headache/toothache/stomachache/cold/fever and so on.I can’t sleep well these days.I don’t want to eat anything.2.Ask each pair to present their dialogues in front of the class.[设计意图] 教师创设情景让学生们做对话,能够吸引学生的学习兴趣,调动学生的学习积极性,并且在对话中巩固了本课所学的一些词组和词的用法。StepⅥ.Practice Ⅰ.Complete Let’s Do It!No.3.Students do the exercise independently,and then check the answers in groups.Ⅱ.根据句意及首字母提示补全单词
1.If you eat some bad food,your s
will hurt.2.Danny has a cold today.He has a high f
.3.The doctor took me to an e
room.4.There is no colour in the boy’s face and he looks p
.5.You’d better take an X
so the doctor can see your problem with the clear picture.Ⅲ.根据汉语意思完成句子 1.我妈妈每天早晨叫醒我,我感到很幸福。
My mother
every morning and I
very happy.2.我的胃以前从没这样疼过。
My stomach
never
.3.我感冒得很严重。
I
a
.4.他生病一周了。
He
for a week.5.丹尼,你怎么了?
,Danny? 【Keys】 Ⅰ.1.colour 2.clear 3.stupid 4.couldn’t Ⅱ.1.stomach 2.fever 3.examination 4.pale 5.X-ray Ⅲ.1.wakes me up,feel 2.has,hurt so much before 3.have got,bad cold 4.has been ill/sick 5.What’s wrong [设计意图] 锻炼学生的思考能力,同时培养学生的情感。StepⅦ.Summary In this class,we’ve learnt something about seeing a doctor.Also,we have learnt some key expressions and sentences.[设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finish off the remaining exercises in the activity book.2.Preview the next lesson in the student’s book.[设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。
Lesson 1:What’s Wrong,Danny?
Main phrases:
Main sentences: wake up
I don’t feel well.sit up
You look pale.get dressed
You’ll be all right.feel well
How are you feeling? 第二课时 Lesson 2 A Visit to the Dentist
1.记忆单词dentist,refuse,toothache,rotten,fortunately,headset,aching,German,wolf;短语go to the dentist,have no choice but to…,right away。
2.掌握重点句型:I’m really afraid of going to the dentist.I had no choice but to go with her.She saw right away that I was scared and told me not to worry.Fear makes the wolf bigger than he is.3.能够正确运用情态动词should来讲述句子。
4.理解课文意思并能回答课后的问题。
1.学习用情态动词should来讲述句子。
2.掌握重点短语:be afraid of…,need to do…,have no choice but to do…,dress in,on the way to。
3.掌握重点句型:It was difficult to do…,I’m really afraid of going to the dentist.I had no choice but to go with her.1.能够正确应用词汇dentist,refuse,toothache,fortunately,German,wolf;掌握重点短语go to the dentist,have no choice but to…,right away。
2.能正确应用句型I’m really afraid of going to the dentist.I had no choice but to go with her.Fear makes the wolf bigger than he is.并运用这些句型听懂课后的听力材料。思路一:本课的教学内容是冀教版九年级英语的第二课,主要以“我”去看牙医来引出话题,描述了“我”在牙医诊所的所见、所闻、所感。设计一系列与本课相关的问题来导入新课,例如:Have you ever had a toothache?How do you take care of your teeth?以学生感兴趣的话题开篇,培养学生的学习兴趣。让学生在轻松的环境中尽可能多地学到知识。
思路二:本课的教学内容是冀教版九年级英语的第二课。主要以“我”去看牙医来引出话题,描述了“我”在牙医诊所的所见、所闻、所感。首先展示给学生们一幅牙医给病人看牙的图片,让学生们分组讨论问题,以真实的语言情景展开语言实践活动。对于语篇阅读,采用不同形式的训练方式,注重基本阅读技能的培养,要求学生通过自主学习和合作探究完成重点语言知识的认识和理解,夯实英语基础知识。
教师在课前设计教学PPT,准备录音机和磁带,多媒体等。
StepⅠ.Lead in Leading in 【情景1】
T:Good morning/afternoon,everyone.Let’s get started with today’s lesson.Show the Think About It questions at the top of Lesson 2 on PPT and help the students talk about them.T:Have you ever had a toothache? Ss:Yes,I have.T:What do you do when you have a toothache? Ss:I go to see the dentist.T:Oh,today we’ll learn Lesson 2,A Visit to the Dentist.This text talks about toothache and the dentist.[设计意图] 教师用学生感兴趣的问题导入新课,吸引学生的兴趣,调动学生参与课堂教学活动的热情。
Leading in 【情景2】
Get the students to look at the picture on PPT.Show students the following picture.T:Can you guess what is happening? S1:A boy is ill.The dentist is looking over the boy’s teeth.S2:A dentist is fixing the boy’s tooth.…
[设计意图] 通过PPT课件中的图片提示,引出本课的话题“看牙医”,努力营造更加真实的语言交际情景。StepⅡ.Presentation 1.Ask one student to read the title of Lesson 2(A Visit to the Dentist)and discuss the Learning Tip.T:What does a dentist do? Ss:A dentist checks your teeth.T:Right.A dentist is one kind of doctor.There are many different kinds of doctors.Can you name some different kinds of doctors and what they do?(Students may answer this question in Chinese.)S1:A veterinarian is an animal doctor.They take care of animals.S2:An optometrist is an eye doctor.They take care of people’s eyes.…
[设计意图] 让学生了解不同的医生具有不同的职责,从而区分各自的任务。
2.The teacher lets students read the text by themselves first,and then gives the students several minutes to find out some key phrases and sentences in the text.Key phrases: •be afraid of…
•need to do…
•have no choice but to do…
•dress in •on the way to…
Key sentences: •I don’t know why,but I have had this fear since I was very young.•I had no choice but to go with her.•My tooth did not hurt at all.•It can be used to address doctors such as dentists,surgeons,physicians and some professors.•Fear makes the wolf bigger than he is.☆教材解读☆
1.I’m really afraid of going to the dentist.be afraid of害怕……,后跟名词、代词或动名词,表示害怕会发生某事或某情况,相当于be scared of。
I’m afraid of going out at night.我害怕晚上外出。
【拓展】(1)be afraid to do sth.表示“因害怕而不敢做某事”。
He is afraid to go out alone at night.他不敢晚上一个人出去。
(2)“I’m afraid+从句”表示“我恐怕……”,常用来表达不愿发生的事情。
I’m afraid I can’t go there with you.我恐怕不能和你一起去那儿。
2.I don’t know why,but I have had this fear since I was very young.since为连词,意为“自从……以来”,与现在完成时连用,其后可跟句子,也可跟“时间段+ago”。
I have worked here since two years ago.我在这儿工作两年了。
3.I had no choice but to go with her.have no choice but to do sth.意为“除了做某事以外,别无选择”或“只好做某事”。
I have no choice but to give up.我没有办法,只好放弃。4.Fortunately,the dentist,Dr.Hu,was very kind.fortunately为副词,意为“幸运地”,其同义词为luckily,反义词为unfortunately/unluckily;其形容词形式是fortunate。fortunately多用作插入语,比luckily更具强调性。
5.She saw right away that I was scared and told me not to worry.◆right away意为“立刻,马上”,其同义短语有:at once,in a minute/moment。
◆scared为形容词,意为“对……感到恐惧的,害怕……的”。主语通常是人,指人对某事恐惧/害怕。be scared of…意为“对……感到害怕”。
6.Before I knew it,my aching tooth was fixed.◆aching为形容词,意为“疼痛的”,它是由ache去-e加后缀-ing构成的形容词。
【辨析】 pain,ache(1)pain既可指一般疼痛,又可指剧痛。疼痛范围可以是全身或局部,时间可长可短。
(2)ache指人体内部或外部的某一器官感觉上较持久的疼痛。常与head/tooth/stomach/back等表示身体部位的词连用,构成合成词。
◆was fixed是被动语态形式。当谓语动词与主语之间是动宾关系时,句子就用被动语态。被动语态中谓语动词为“be+过去分词”。fix的过去分词在词尾直接加上-ed。
7.My tooth did not hurt at all.not…at all意为“一点儿也不,根本不”。
I don’t know about it at all.对那件事我一点儿也不知道。
8.It can be used to address doctors such as dentists,surgeons,physicians and some professors.be used to do sth.意为“被用来做某事”,属于被动语态结构。
Wood can be used to make paper.木头可被用来造纸。
[设计意图] 教师引导学生找出课文中的重点短语和句型,进行讲解,从而便于学生掌握本课的知识点。StepⅢ.Reading
Show Let’s Do It!No.1 on PPT.Ask students to read the lesson and write true(T)or false(F).1.Wang Mei was scared to see the dentist.2.Wang Mei showed great interest in everything at the dentist’s office.3.Dr.Hu asked Wang Mei to watch TV while she worked.4.Dr.Hu was kind and good at fixing teeth.5.Wang Mei’s mum told her an old Russian story on the way home.【Keys】 1.T 2.F 3.F 4.T 5.F [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Drill Show Let’s Do It!No.2 on PPT.Match each paragraph with its main idea.Then retell the story.Wang Mei was nervous at the dentist’s office.Dr.Hu let Wang Mei listen to music to relax.Wang Mei is really afraid of going to the dentist.Wang Mei’s mum told her a saying.Wang Mei had a terrible toothache this morning.Dr.Hu fixed Wang Mei’s tooth quickly.【Keys】 Paragraph 1——右三;Paragraph 2——右五;Paragraph 3——右一;Paragraph 4——右二;Paragraph 5——右六;Paragraph 6——右四
[设计意图] 让学生反复听磁带并跟读。熟记课文,掌握文章各段的段落大意,并借此来复述课文,训练学生的口语表达。StepⅤ.Pair Work:Let’s Do It!No.4 1.Ask the students to talk about one of their experiences at the doctor’s office with a partner.Students may use the questions in the Task Tips to help them begin their discussion.Task tips: •Do you still remember one of your visits to a doctor? •Are you afraid of going to see a doctor? •How do you overcome fear when you face a difficult situation? 2.Students should each write down some points about their visit to the doctor.3.Ask the students to write a story about their visit to the doctor including two true events and one false event.Then have the students work in groups to read their stories aloud and see if their group members or classmates can guess which event is true and which is false.[设计意图] 教师让学生在创设的情景中谈论自己的经历,更加贴近学生的生活实际情况,使学生更加容易地融入其中,激发起学生的热情及学习的兴趣。StepⅥ.Practice Ⅰ.Complete Let’s Do It!No.3.Find the words in this lesson that have the same meaning as the circled words.Ⅱ.根据句意及首字母提示补全单词
1.I went to see a d
to fix my rotten tooth yesterday.2.She r
to accept that there was a problem.3.I got a t
and couldn’t sleep the whole night.4.F
,he was soon offered another job.5.A w
is a large animal that lives and hunts in groups.Ⅲ.单项填空
1.The bag
to the teacher’s office so I couldn’t find it everywhere.A.took
B.taken
C.takes
D.was taken 2.You look so sad.Have you got
? A.a toothache
B.toothache C.teethache
D.a teethache 3.There are many
in the forest.We must be careful.A.wolf
B.wolfs
C.wolvs
D.wolves 4.The boy refused
the question,so the teacher left him in the classroom after school.A.answer
B.to answer C.answering
D.answered 5.The little girl was afraid
on the wooden bridge,for she is afraid
into the river.A.to walk,of falling B.to walk,to fall C.of walking,of falling D.of walking,to fall 【Keys】 Ⅰ.1.refused 2.toothache 3.fortunately 4.headsets 5.rotten Ⅱ.1.dentist 2.refused 3.toothache 4.Fortunately 5.wolf Ⅲ.1.D 2.A 3.D 4.B 5.A [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅦ.Summary Sometimes illness can’t be avoided.But talking about the disease is not so easy.We have so many things that we can’t describe correctly.So we must learn more words and expressions about the disease.The teacher must help them immediately if possible.Remember to discuss how to keep healthy in details.[设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅧ.Homework 1.Finish off the exercises in the activity book.2.Preview the next reading in the student’s book.[设计意图] 让学生通过习题巩固本节课内容,并提前做好预习。
Lesson 2 A Visit to the Dentist Key phrases: •be afraid of… •need to do…
•have no choice but to do… •dress in… •on the way to… Key sentences: •I don’t know why,but I have had this fear since I was very young.•I had no choice but to go with her.•My tooth did not hurt at all.•It can be used to address…
•Fear makes the wolf bigger than he is.第三课时 Lesson 3 Good Food,Good Health
1.记忆单词grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt, contain,balanced,diet,include;短语be rich in…,East Asian countries。
2.掌握重点句型:①Breakfast cereal is also made of different grains.②Fruits and vegetables are also rich in vitamins,minerals and fibre.③The help you grow and stay healthy.④Salads are very popular in Western countries.⑤Your body needs calcium to stay healthy.⑥A balanced diet will keep you healthy and give you lots of energy!3.能够总结归纳情态动词should的用法。
4.理解课文意思并能回答课后的问题。1.学会正确使用单词和短语:grain,vitamin,mineral,fibre,corn,protein,bean,Asian,soy,calcium,bone,yogurt, contain,balanced,diet,include,be rich in…,East Asian countries。
2.学会用情态动词来讲述句子。
3.能够辨别食物是否是健康食物。
1.能够正确应用词汇:grain,bean,Asian,bone,yogurt,corn,protein,soy,vitamin,mineral,fibre,contain,balanced, diet,include;掌握重点短语be rich in…,East Asian countries。
2.了解更多我们日常生活中谷物的名称。
3.让学生了解应怎样保持膳食平衡,并且知道平衡膳食的重要性。
思路一:本课的教学内容是冀教版九年级英语第一单元的第三课,主要围绕“好食物,好健康”这一话题,描述了四种食物的分类,最后总结出了什么是健康平衡的膳食,首先询问学生们“每天吃什么?什么是好食物?什么是健康平衡的膳食?为了保持膳食平衡应该怎么做?”来导入新课。以学生感兴趣的话题开篇,培养学生的学习兴趣。
思路二:本课的教学内容是冀教版九年级英语第一单元的第三课,主要围绕“好食物,好健康”这一话题,描述了四种食物的分类,最后总结出了什么是健康平衡的膳食。首先给学生们展示四幅关于食物的图片,让学生分组讨论三个问题,以真实的语言情景展开语言实践活动,并引导学生联系实际展开调查,从而提高学生的英语交际能力。
老师在课前设计教学PPT,准备录音机和磁带,多媒体等。
StepⅠ.Lead in
Leading in 【情景1】
T:Good morning/afternoon,everyone.Let’s get started with today’s lesson.What foods do you often eat every day? S1:I usually eat bread.S2:I usually eat dumplings.S3:I usually eat meat,soup and so on.…
T:In your opinion,what is good food?Is it the food that tastes good?Ice cream tastes good.So is ice cream a kind of good food? Ss:No.Good food is the food that is good for you and good for your health.T:Very good.In your opinion,what’s a healthy and balanced diet? Ss:In my opinion,a healthy and balanced diet should contain all kinds of foods.T:What should we do to keep a healthy and balanced diet? Ss:We should try to eat all kinds of foods.T:OK.It seems that all of you know what a healthy and balanced diet is and how to keep a healthy and balanced diet.Now,let’s open your text books and turn to Page 6,Good Food,Good Health.[设计意图] 教师通过设计几个学生感兴趣的问题导入新课,给学生们更多说英语的机会,从而调动了学生们的学习积极性,锻炼了学生们的口语表达能力。
Leading in 【情景2】
T:Good morning/afternoon,everyone.Let’s get started with today’s lesson.Show students some pictures about food on PPT.Divide students into four groups.Then ask students some questions: •What food would you choose if you are hungry?Why? •Do you think you have a balanced diet? •Do you think having a balanced diet is an important thing?Why or why not? Now please have a discussion.(The answers are open.)[设计意图] 通过PPT课件和图片提示,努力创造更加真实的语言交际情景,让学生围绕“食物”话题展开,进行讨论什么是均衡膳食。StepⅡ.Presentation Read the text and find out some key phrases and sentences.Key phrases: •be rich in…
•be made of •be popular in •Western countries Key sentences: •Here are the four food groups.•They help you grow and stay healthy.•Your body needs calcium to stay healthy.•Actually,other foods like fish,eggs and beans have a lot of protein,too.•A well-balanced diet includes foods from each food group.☆教材解读☆
1.Here are the four food groups: Here are…是一个倒装句型,意为“这些是……”,其中的be要根据be后的名词确定单复数,单数名词要用is;复数名词要用are。
Here is a card for you.这儿有你一张卡片。
Here are the problems they can’t solve.这些是他们不能解决的问题。
2.Breakfast cereal is also made of different grains.be made of意为“由……制成”,指用原材料制成东西后,从成品中还能看出原材料是什么(不改变本质,只改变形状)。
【拓展】(1)be made from意为“由……制成”,表示原材料往往经过化学变化,从成品中已看不出原材料。
(2)be made in意为“在……被制造”,后面通常接地点名词,表示其产品的产地。
(3)be made by意为“由/被……制造”,后面接动词的执行者。
(4)be made into意为“被制成……”,主语是原材料,后面接成品。
3.Fruits and vegetables are also rich in vitamins,minerals and fibre.be rich in表示“在……方面很富有,充裕”。
Vegetables are rich in vitamins.蔬菜富含维生素。
4.They help you grow and stay healthy.stay healthy,keep healthy,keep in good health都表示“保持健康”。stay healthy侧重某人一直处在一种健康的状态;keep healthy侧重在主观意愿上“保持健康”,特别是通过某种方式,如锻炼、运动、饮食等方面来保持健康。
5.Your body needs calcium to stay healthy.to stay healthy在这里是动词不定式短语作目的状语。动词不定式短语作目的状语时,既可以放在句首,也可以放在句末,翻译时常译为“为了……”。
6.Milk,cheese and yogurt contain calcium.contain为及物动词,意为“包含,含有”,不用于进行时。可表示包含事物的全部或部分,强调“整体中含有……,某物体中含有……,容器中有……”,是指包含的内容。
7.A well-balanced diet includes foods from each food group.本句也可以写成A well-balanced diet contains/has foods from each food group.[设计意图] 教师引导学生找出本课的重点短语和句型,使学生明确学习目标和学习内容,激发学习的热情。StepⅢ.Reading Instruct the students to read Lesson 3,choose the food words from the lesson and put them in the correct food group.【Keys】 grains——bread,noodles,rice,breakfast cereal,corn fruits and vegetables——salads protein foods——meat,chicken,fish,eggs,beans,tofu,soy milk calcium foods——milk,cheese,yogurt,green vegetables [设计意图] 通过学生们朗读课文,加强学生们对单词的记忆。朗读课文也锻炼了学生们的口语表达能力。StepⅣ.Practice and Play 1.Divide the class into groups to complete the exercise.2.Show Let’s Do It!No.2 on PPT.Match each word with its definition.Then complete the passage using the four words.corn
a thick,white and creamy dairy food yogurt
a tall plant with yellow seeds that can be eaten beans
the food that you eat and drink regularly diet
a good source of protein It’s important for us to keep a balanced
.To do this,we must eat many different kinds of foods.Bread,noodles,and rice are all grains.Grain foods give us vitamins,minerals and fibre.Fish,meat and
are full of protein.Calcium,which can be found in cheese,milk and,is good for our bones and teeth.【Keys】 corn——a tall plant with yellow seeds that can be eaten yogurt——a thick,white and creamy dairy food beans——a good source of protein diet——the food that you eat and drink regularly diet,corn,beans,yogurt 3.Then ask the students to work in their groups to write down the words in this exercise and their definitions on separate pieces of paper.Ask the students to cut up the definitions so that the words are all mixed up.4.Then time the groups and see which group can put the words back in the correct order to form the correct definitions for each word.[设计意图] 学生们通过反复朗读课文,明确四个重点词汇的英文意思,并且能借助题中的所给内容总结全文。达到熟练掌握课文内容的目的。StepⅤ.Read and Answer Read the text again and answer the following questions.Show the questions on PPT.1.What are bread,noodles and rice made from? 2.If you eat foods from grains,what can they give you? 3.What foods are full of protein besides meat and chicken? 4.What can calcium foods do for us? 【Keys】 1.They are made from gains.2.Vitamins,minerals and fibre.3.Fish,eggs,beans,tofu,other bean products and soy milk.4.Make our bones and teeth strong.[设计意图] 让学生们再次阅读课文,抓住文章的主要内容,同时,对食物的营养成分有进一步了解,增长知识。StepⅥ.Practice Ⅰ.Complete Let’s Do It!No.3.What do you usually eat at every meal?Do a survey and compare your eating habits with those of your classmates.Grains Fruits and Protein vegetables foods Calcium foods Breakfast Lunch Supper
Ⅱ.用方框中所给的词填空 by,from,like,with,in 1.My pencil-case is different
yours.2.Many foods
fish,eggs and beans are full of protein.3.The kite was made
Li Ping.4.The bag is filled
junk food.5.This kind of car is made
China.Ⅲ.单项填空
1.The bookunits,from Unit 1 to Unit 12.A.have
B.contain
C.is
D.contains 2.Are you
or Europeans? A.Asia
B.Asian C.Asians
D.Africa 3.Protein helps your body
.A.keep healthily
B.stay strong C.stay strongly
D.keep health 4.These knives are made
metal and wood.A.from
B.of
C.by
D.in 5.Oranges are rich
Vitamin C.A.on
B.with
C.in
D.at 【Keys】 Ⅰ.略
Ⅱ.1.from 2.like 3.by 4.with 5.in Ⅲ.1.D 2.C 3.B 4.B 5.C [设计意图] 巩固学生们的基础知识,强化记忆。StepⅦ.Summary In this class,we have learned something about healthy foods and some key sentences.[设计意图] 总结本节课所学内容,明确学习方向。StepⅧ.Homework 1.Finish off the remaining exercises in the activity book.2.Preview the next lesson in the student’s book.[设计意图] 让学生通过习题巩固本节课的内容,并提前做好预习。
Lesson 3 Good Food,Good Health Key phrases: •be rich in… •be made of… •be popular in •Western countries Key sentences: •Here are the four food groups.•They help you grow and stay healthy.•Your body needs calcium to stay healthy.•Actually,other foods like fish,eggs and beans have a lot of protein,too.•A well-balanced diet includes foods from each food group.第四课时 Lesson 4 Don’t Smoke,Please!
1.记忆单词smoke,harmful,disease,lung,harm,breathe,public,law,cigarette,whenever,risk,somebody;短语millions of,as a result of,second-hand smoke,take a risk,get into the habit of…,stay away from…。
2.掌握重点句型:①Every year,millions of people around the world die as a result of smoking.②Don’t take that risk.③Once you get into the habit of smoking,it’s not easy to give it up.④Stay away from cigarettes and you can live a long,healthy and happy life.1.学会并能正确使用单词及短语:smoke,harmful,disease,lung,harm,breathe,public,law,cigarette,whenever,risk,somebody,millions of,as a result of,second-hand smoke,take a risk,get into the habit of…,stay away from…。
2.能够用情态动词should讲述句子。
3.了解吸烟的危害。
4.让学生学会制作公益海报。
1.能够正确应用文中的重点词汇:smoke,harmful,disease,harm,whenever,somebody,risk;掌握重点短语millions of,as a result of,second-hand smoke,take a risk,get into the habit of…,stay away from…。
2.了解更多关于吸烟的危害。3.知道更多怎样保持健康的知识。
思路一:本课的教学内容是冀教版九年级英语第一单元的第四课,主要围绕“请不要吸烟”,描述了吸烟有害健康的原因,最后给出了关于吸烟这一问题我们应该怎么做。首先,讨论“No Smoking”sign的含义,接着询问家里有人吸烟吗?然后询问他们提什么建议,引出吸烟有害的原因。让学生在学习课文的过程中尽可能多找出描述性的句子并记忆,培养学生的学习积极性。
思路二:本课的教学内容是冀教版九年级英语第一单元的第四课,主要围绕“请不要吸烟”,描述了吸烟有害健康的原因,最后给出了关于吸烟这一问题我们应该怎么做。首先以展示图片并询问问题来导入新课,让学生分组讨论五个问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。
教师在课前设计教学PPT,准备录音机和磁带,多媒体等。
StepⅠ.Lead in Leading in 【情景1】
T:Good morning/afternoon,everyone.Did you eat a healthy breakfast/lunch today? What did you have? Why was it healthy? Students will answer.The answers are open.Show the“No Smoking”sign on PPT.Let the students discuss the“No Smoking”sign.Ask the students what this sign means.Where have they seen this sign before? T:Do people in your family smoke? S1:Yes.My father smokes.S2:Yes.My uncle smokes.S3:Yes.My grandpa smokes.…
T:What do you advise him/her to do? Ss:I advise him/her to give up smoking.[设计意图] 明确本课的教学内容,引导学生进入本课的话题讨论。
Leading in 【情景2】
The teacher can begin the class by showing the pictures about smoking and drinking on PPT and then ask questions: 1.What are the people in the pictures doing? 2.Do your parents smoke? 3.Do you think smoking is a good habit?Why or why not? 4.Do you think drinking wine is a good habit?Why or why not? 5.What should they do to stay healthy? Let students have a discussion in groups and give the answers in three minutes.【Keys】 1.They are smoking and drinking wine.2.Yes,they do./No,they don’t.3.No,it is a bad habit.Because smoking is bad for our health and the people around us.4.We shouldn’t drink too much wine.We should drink properly.5.They should do more exercise,give up smoking and not drink too much wine.[设计意图] 通过PPT及图片内容,了解吸烟和喝酒都是坏习惯,对自己及周围的人的健康都会造成伤害,从而明确本课的学习内容。StepⅡ.Presentation 1.Show the picture“No Smoking”.T:Smoking is“吸烟”.Smoking is bad for you because the smoke and chemicals in cigarettes are harmful to your body.Cigarettes damage your lungs and heart,and increase the risk for cancer and many other diseases that can kill you.Write the words “harmful” and “risk” on the board,and then show the students some images to reinforce the dangers of smoking.Let students look at two pictures:smoker’s lungs and non-smoker’s lungs.T:Our health is important and that’s why we should stay away from smoking.Present the new words of this lesson and teach them.Give the students five minutes to remember the words.[设计意图] 呈现本课中出现的词汇,领着学生们朗读并记忆,让学生们了解重点词汇,起到巩固基础的作用。
2.Read the text and find out key phrases and sentences.Key phrases: •millions of •as a result of •second-hand smoke •take a risk •get into the habit of…
•stay away from…
Key sentences: •Every year,millions of people around the world die as a result of smoking.•Don’t take that risk.•Once you get into the habit of smoking,it’s not easy to give it up.•Stay away from cigarettes and you can live a long,healthy and happy life.☆教材解读☆
1.As a student,you should never smoke.as为介词,意为“当作,作为”。
2.Smoking is bad for your health.◆本句为动名词作主语的句子。当动名词作主语时,谓语动词用单数形式。动名词作主语的句子可改为用动词不定式作主语,此时
常用it作形式主语,而将真正的主语——动词不定式放在句末,即“It is+形容词或名词+to do sth.”。
◆be bad for意为“对……有害”,其反义词组为be good for,意为“对……有益”。
3.It can cause diseases of the heart and lungs.disease为名词,意为“疾病”,是用以指各种病的术语,特指严重的,长期的疾病,如肝病、心脏病等。
【拓展】(1)sickness多用来指恶心、呕吐之类的疾病,这种疾病大多由外因引起,且病痛时间较短。(2)illness主要指因人体内部的虚弱或失调引起的疾病,且病痛时间较长。
4.Every year,millions of people around the world die as a result of smoking.◆millions of表示模糊概念,意为“数百万的”,此时million用复数形式,且与of连用。
We plant millions of trees every year.每年我们种植数百万棵树。
【拓展】(1)当million前有基数词,表达确数时,无论基数词是什么,million永远都用单数形式。
three million三百万
(2)与million用法相同的单词还有hundred,thousand和billion。
◆die在这里为不及物动词,意为“死,死亡”,其过去式和过去分词都为died,现在分词为dying,形容词为dead/dying,名词为death。
The old man died of cancer yesterday.昨天这位老人死于癌症。
The doctors have saved the dying man.医生们已经救活了那个垂死的人。
◆as a result of由于,因为,相当于because of,后面接名词或代词。
He was late as a result of the heavy snow.由于大雪,他迟到了。
5.If you smoke,you harm yourself,and you’re also harming the people around you with your second-hand smoke.harm在本句中为及物动词,意为“伤害,损害”。harm oneself意为“伤害某人自己”,与hurt oneself同义。
6.Whenever someone offers you a cigarette,you should always say no.◆whenever为连词,意为“无论何时,在任何……的时候”,相当于no matter when,引导
让步状语从句。
【拓展】 whatever=no matter what无论什么 wherever=no matter where无论哪里
however=no matter how不管怎样
◆offer为及物动词,意为“(主动)提供,给予”,其后可接双宾语,即offer sb.sth.,相当于offer sth.to sb.,意为“向某人提供某物”。
【固定搭配】 offer to do sth.主动提出做某事
7.Don’t take that risk.risk为名词,意为“危险,风险”。take a risk冒险。take the risk of doing sth.意为“冒险做某事”。
A good pilot never takes a risk.优秀的飞行员从来不冒险。
8.Once you get into the habit of smoking,it’s not easy to give it up.◆get into the habit of为固定短语,意为“习惯于……,养成……的习惯”。
I get into the habit of listening to music every night.我养成了每天晚上听音乐的习惯。
◆give up为固定短语,意为“放弃”,若宾语为人称代词,则须放在give与up之间。give up doing sth.意为“放弃做某事”,give up不能接动词不定式作宾语。
He gave up smoking at last.最终他戒掉了烟。
9.Stay away from cigarettes and you can live a long,healthy and happy life.◆stay away from为固定短语,意为“离开,远离”,与keep away from同义。
Why did you stay away from school? 你为什么没上学? ◆live a…life表示“过……的生活”。
live a happy life过幸福的生活
live a hard life过艰苦的生活
[设计意图] 对文中的重难点句型进行讲解,帮助学生明确语言点,为课文的理解清除障碍。StepⅢ.Reading 1.Read the text.Monitor the students’ pronunciation and comprehension.2.Show Let’s Do It!No.1.Fill in the chart with the information from the lesson.Harmful effects of smoking Advice to stay away from cigarettes •Smoking is bad for your
.It can cause
of the heart and lungs.•Smoking
the environment.•Second-hand smoke is
to people who don’t smoke.cigarettes.•When somebody talks about smoking,change the
.•
your family members to stop smoking.•Eat more fruits and
.Do more
.Form good
.【Keys】health,diseases,pollutes,harmful;touch,topic,Encourage,vegetables,exercise, habits [设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。StepⅣ.Task Group work:Project 1.Instruct the students to work in groups to discuss the negative effects of smoking and take down notes during the discussion.2.Then ask them to come up with a theme for next years’ World No Tobacco Day and create a poster to go with it.The theme and the poster should focus on why smoking is bad and how we can help to get rid of it.You may want to provide the students with some research materials to help inspire them.3.Ask the students to present their posters to the class.Put them up on the bulletin board in your school![设计意图] 培养学生们的写作能力及创造力。StepⅤ.Practice
•Never
Ⅰ.Show Let’s Do It!No.2.Read the following sentences and pay attention to the modal verb “should”.Then give advice for each problem using “should”.•We should go to the hospital right now.•As a student,you should never smoke.1.I have a very bad toothache!You should go to see a dentist.2.My new bicycle was stolen._________________________________ 3.My bedroom is a mess._________________________________ 4.My computer is broken.I can’t work without it._________________________________ 5.I was late for school this morning,and my teacher was angry with me._________________________________
[设计意图] 锻炼学生们的思考问题和总结问题的能力,培养自主学习的意识和习惯。Ⅱ.根据汉语意思完成句子
1.由于他的努力,他很容易地通过了考试。
his hard work,he passed the exam easily.2.吸烟是一个坏习惯,它能引发癌症和心脏病。
Smoking is a bad habit,and it can cause cancer and
.3.我们不应当违反法律。
We shouldn’t be
.4.过马路时我们不能冒险。
We mustn’t
when we cross the street.5.如果你习惯了吸烟,就不容易戒掉。
If you
smoking,it’s not easy to give it up.Ⅲ.根据句意及首字母提示补全单词 1.Smoking is h
to your health.2.Smoking can cause d
of the heart and lungs.3.When s
talks about smoking,change the topic.4.Smoking can not only harm yourself,but also harm the people around you with your s
smoke.5.We often go to the country to b
fresh air on weekends.【Keys】 Ⅰ.2.You should call 110./You should ask the policeman for help.3.You should tidy it up.4.You should ask someone to fix it.5.You should get up early and never be late again.Ⅱ.1.As a result of 2.heart disease 3.against the law 4.take a risk 5.get into the habit of Ⅲ.1.harmful 2.diseases 3.somebody 4.second-hand 5.breathe [设计意图] 锻炼学生的思考能力,同时培养学生的语感。StepⅥ.Summary In this class,we’ve learnt something about smoking and some key words and sentences.[设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅦ.Homework 1.Finish off the remaining exercises in the activity book.2.Read the next reading in the student’s book.3.Write a poster in your exercise book.[设计意图] 让学生通过习题巩固本节内容,并提前做好预习。
Lesson 4 Don’t Smoke,Please!Main phrases: •millions of •as a result of •second-hand smoke •take a risk •get into the habit of… •stay away from Main sentences: •Every year,millions of people around the world die as a result of smoking.•Don’t take that risk.•Once you get into the habit of smoking,it’s not easy to give it up.•Stay away from cigarettes and you can live a long,healthy and happy life.第五课时 Lesson 5 Jane’s Lucky Life
1.记忆单词damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity;短语:dare to…,be unable to…,focus on。
2.掌握重点句型:①She is unable to do many things.②But she dares to try many things.③Jane cheers as her son runs and kicks the ball.3.能够用情态动词can来讲述句子。
4.理解课文意思并能回答课后的问题。
5.通过本课学习,让学生懂得生活的艰辛,让学生学会尊重别人。
1.学习用情态动词can来讲述句子。
2.学会并能正确使用单词及短语:damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity,dare to…,be unable to…,focus on。
1.能够正确应用词汇damage,unable,dare,wheelchair,control,telephone,hers,cheer,kick,disabled,focus,pity;掌握重点短语dare to…,be unable to…,focus on。
2.能正确运用句型:She is unable to do many things.But she dares to try many things.Jane cheers as her son runs and kicks the ball.3.Ask the students to learn the spirit of the disabled people.Know about the difficulties that the disabled people have to face in the world.思路一:本课的教学内容是冀教版九年级英语第一单元的第五课时,主要围绕“简的幸运生活”这一话题展开,描述了简作为一个残疾人的生活状态和生活态度。首先复习上节所学内容——吸烟对人健康的影响,接着询问同学们是否知道海伦•凯勒及进行一系列问题的讨论导入新课。以学生感兴趣的话题开篇,培养学生的学习兴趣,让学生在朗读课文时尽可能多地记忆重点句型。
思路二:本课的教学内容是冀教版九年级英语第一单元的第五课时,主要围绕“简的幸运生活”这一话题展开,描述了简作为一个残疾人的生活状态和生活态度。首先让学生展示他们做的海报并以练习的形式复习上节的内容,然后展示给学生金晶的图片,让学生们分组讨论问题,以真实的语言情景展开语言实践活动,从而提高学生的英语交际能力。
教师在课前设计教学PPT,准备录音机和磁带,多媒体等。
StepⅠ.Lead in
Leading in 【情景1】
1.T:Good morning/afternoon,class.Last class we talked about how smoking is bad for you and how it affects your health.I’d like to start today’s class by showing you how smoking affects your breathing.Hand out drinking straws to all the students and ask them to hold their noses and only breathe through the straw.Then ask the students to stand up and run in place for 15 to 30 seconds while breathing through the straw.T:How do you feel? Allow several students to respond.Then conclude.T:When people smoke,they damage their heart and lungs.This affects their ability to take in and hold oxygen(air),which makes breathing difficult,especially during exercise.2.T:Please look at this picture.Do you know Helen Keller?
Ss:Yes,we know.T:Can you say anything about her? S1:I only know she is a very famous writer,but she is blind.T:Yeah,you are right.She is a disabled person.Sit down,please.Thanks.(To the whole class)Now,boys and girls,do you know other disabled people?Can you say their names? S2:Zhang Haidi.S3:Sang Lan.S4:Jin Jing.T:Thank you.You are right.(To the whole class)You know Helen Keller,Zhang Haidi,Sang Lan and Jin Jing are all disabled people,but do you know what their attitudes are toward life? Suppose: If you don’t have arms or legs,what do you do? If you can’t see anything,what do you do? If you can’t hear anybody say anything,what do you do? S5:I’ll buy a wheelchair to help me.S6:I’ll cry.S7:I’ll try my best to touch everything in the world.T:OK,stop here.If I were a disabled person,I would try my best to enjoy the life.[设计意图] 让学生从海伦•凯勒、张海迪、桑兰和金晶四个人身上找出她们的共同点,用这样的问题提问,使学生积极思考,调动他们学习的主动性。
Leading in 【情景2】
Show students the following picture: Divide students into small groups(4~6 students a group).Have a discussion and try to finish the questions in five minutes.1.Do you know who the girl is? 2.Is she healthy or disabled? 3.What do you know about the girl? 4.What can we learn from her? 【Keys】 1.Yes,I do./No,I don’t.2.She is disabled.3.She is Jin Jing,a disabled girl.But she lived a happy life and she tried to protect the Olympic torch in Paris.4.From the disabled girl we should learn how to face our life.We should work harder and do something for our country.[设计意图] 通过PPT课件和图片提示,让学生看图片讨论问题,使学生们感兴趣,并能积极思考,与文中的简一样,让学生明白要积极乐观地面对生活。StepⅡ.Presentation Read the text and find out some key phrases and sentences.Key phrases: •be unable to…
•dare to do…
•focus on Key sentences: •This disease damaged Jane’s body.•She controls her wheelchair with her mouth.•She has a special telephone that is hers alone.•She can answer it just by saying“hello”.•Jane is married and has two children.•From her wheelchair,Jane cheers as her son runs and kicks the ball.•People who don’t know how lucky they are.•Could you open the door for me,please? ☆教材解读☆ 1.This disease damaged Jane’s body.damage在本句中为动词,意为“损害,损坏”,主要指对于物的损害,强调对价值、用途、外观等所造成的损失,这种损失或因自然灾害所致,或因人为造成。一般暗示损坏后价值或效益会降低,这种损坏是部分性的。
The earthquake damaged several buildings.地震使一些建筑受到了损坏。
【拓展】 damage还可作名词,意为“损失,损害,损坏”。
The storm did a lot of damage to the drops.暴风雨使庄稼受到了很大损失。
2.She is unable to do many things.be unable to do sth.意为“不能做某事”,可以用be not able to do sth.来替换,unable为形容词,意为“不能的,不会的”,其中un-是否定前缀。
A little baby is unable to walk or talk.婴儿是不会走路或说话的。
【注意】 在附加疑问句中,若陈述部分含有带否定意义前缀或后缀的单词,整个句子仍视为肯定句,其附加问句遵循“前肯后否”的原则。
3.But she dares to try many things.dare在本句中为实义动词,意为“敢,敢于”,其后多接带to的不定式,dare to do sth.意为“敢做某事”。
【拓展】 dare也可作情态动词,意为“敢”,其后接动词原形,通常用于否定句或疑问句,一般不用于肯定句。
4.She has a special telephone that is hers alone.◆that is hers alone为定语从句,修饰限定前面的名词telephone。用一个句子作定语,这个句子就是定语从句,定语从句放在它所修饰的名词之后。当定语从句所修饰的词是表示物的名词时,常常用that或which来引导这个从句,that或which指的就是从句所修饰的那个事情或物。
◆alone在本句中为副词,意为“单独地,独自地”。
【辨析】 alone,lonely(1)alone为形容词或副词,意为“单独的(地);独自的(地);仅仅,只有”。作表语,强调客观上的单独,没有同伴,并不表示心灵上寂寞,不能放在名词或代词前作定语,但可放在名词或代词后,表示“仅仅,只有”。(2)lonely为形容词,意为“孤独的,寂寞的,荒凉的,偏僻的”,具有感情色彩,强调心灵上的寂寞、孤独,通常用作表语,表示人所处的状态,作定语时一般修饰地点,有“荒凉的、偏僻的”之意。
5.She can answer it just by saying“hello”.by为介词,意为“通过,靠”,表示方法、手段,其后可接名词、代词或动名词。
6.Jane is married and has two children.be/get married意为“结婚”,be/get married to sb.意为“与某人结婚”,be married结婚,强调状态,可以和时间段连用;get married强调动作,不能和时间段连用。
【拓展】(1)marry sb.意为“与某人结婚”。
(2)marry sb.to sb.意为“(父母把女儿)嫁给某人”或“(父母为儿子)娶媳妇”。
7.From her wheelchair,Jane cheers as her son runs and kicks the ball.◆cheer为动词,意为“欢呼,喝彩,加油”,常构成短语cheer…up,意为“使……高兴起来”。cheer还可作名词,意为“欢呼声,喝彩声”。
◆as在本句中为连词,意为“当……的时候”,含有“一边……一边……”之意,强调的是不同的动作同时发生。
8.If you only focus on your problems,you’ll have a life full of them.focus on意为“集中于,致力于”,表示在一段时间内专注于某一件事情。
【固定搭配】 focus one’s attention/mind/effort on sth.把某人的注意力/想法/努力集中在某事上
9.People who don’t know how lucky they are.who在这里引导定语从句,其先行词为people。在定语从句中,若先行词为人,那么定语从句的引导词常用who;若引导词在从句中作宾语,则引导词用who/whom皆可。
【注意】 who是主格,在定语从句中作主语,此时不能省略;但在非正式英语中,who也可作宾语,且可以省略。
10.—Could you open the door for me,please? —Sure!在日常用语中,表示“请求对方做……”可用Could you…for me?/Would you please…?/May I have…?常用回答有:Certainly./Of course./Sure./I’m afraid I can’t.。[设计意图] 教师引导学生找出本课的重点短语和句型,进行讲解,扫清了学生理解文章的障碍。StepⅢ.Reading 1.Read the text.Instruct the students to read the text in pairs.2.When they read,ask the students to keep in mind the questions from Let’s Do It!No.1.Then have them answer the questions with their partner.Show the questions on PPT.(1)What happened to Jane when she was ten years old?(2)How does Jane move around?(3)What special thing does Jane have?(4)Who does Jane think is really disabled? 【Keys】(1)She became ill with a terrible disease.(2)She has a wheelchair.She controls it with her mouth.(3)She has a special telephone that is hers alone.She can answer it just by saying“hello”.(4)People who don’t know how lucky they are.3.Ask the pairs to share their answers with the class.[设计意图] 通过学生们反复朗读课文,加强学生们的记忆,同时也锻炼学生们的口语表达能力。
StepⅣ.Complete Let’s Do It!No.2.1.Have the class complete the sentences with the clues given independently.(1)The traffic lights are
by a central computer.(2)The
rang,and Peter answered it.(3)These are not her gloves.are on the table.(4)Let’s go to see the basketball game and
for our team.(5)The boy is
a ball in the yard.(6)What a
it is that you missed the concert!【Keys】(1)controlled(2)telephone(3)Hers(4)cheer(5)kicking(6)pity 2.Then draw the crossword on the board and split the class into two teams.Ask one person from each team to correctly fill in one of the words in the crossword and read the matching clue aloud.[设计意图] 让学生们进一步学会运用本课的重点词汇,以达到熟练使用的程度。StepⅤ.Practice Ⅰ.Pairwork:Let’s Do It!No.3.Instruct the students to work in pairs to make grammatical sentences using the given information.Example A:millions of people die/smoking→Millions of people die as a result of smoking.1.thousands of people lost their homes/the fire →
________________________________________________________________________________________ 2.he lost his job/his big mistake →
________________________________________________________________________________________ Example B:my life/good things →My life is full of good things.1.his room/history books →
________________________________________________________________________________________ 2.Danny’s mind/funny ideas →
________________________________________________________________________________________ [设计意图] 让学生熟练运用两个固定短语as a result of与be full of。Ⅱ.根据句意及首字母提示补全单词
1.His computer is new but h
is old.That’s why she’s begging her mum to buy her a new one.2.Tim k
the ball hard and it flew away.3.It’s really a p
.You missed your flight to America.4.Hearing the terrible news,she couldn’t c
her feelings and cried.5.Look,the students are c
up the children who are disabled.[设计意图] 通过句意及语境的练习,让学生们掌握并熟练运用本课的重点词汇。Ⅲ.句型转换
1.She controls her wheelchair with her mouth.(对画线部分提问)
she
her wheelchair? 2.The father has an eight-month-old baby.(同义句转换)The baby of the father is
old.3.He has been married for three years.(同义句转换)He
three years ago.4.He can’t brush his teeth.He can’t put on his clothes,either.(合并为一句)He
brush his teeth
put on his clothes.5.I have a happy life.My life is full of good things.(合并为一句)I have a happy life
good things.【Keys】 Ⅰ.A:1.Thousands of people lost their homes as a result of the fire.2.He lost his job as a result of his big mistake.B:1.His room is full of history books.2.Danny’s mind is full of funny ideas.Ⅱ.1.hers 2.kicked 3.pity 4.control 5.cheering Ⅲ.1.How does,control 2.eight months 3.got married 4.can’t,or 5.full of [设计意图] 锻炼学生的思考能力,进一步巩固本课的语言点。StepⅥ.Task—Let’s Do It!No.4.1.Which of these things do you think is the most important:money,family,a good job,health,good looks or friends?Why? Ask the students to talk about it with each other.You can use this expression: I think that
is the most important because
.For example: I think money is important because money can buy many things.I think health is the most important because…
I think family is the most important because…
2.Invite a student to read the instructions.3.Invite one student to read the sample sentence and students try to finish it individually.4.Group work:divide the class into groups of four.Exchange the ideas and find out why different people have different ideas.[设计意图] 让学生用句型练习,锻炼口语表达和写作能力。通过讨论让学生明白健康的重要性,同时引导学生正确处理家庭、金钱、荣誉、健康、容貌及朋友在生活中的关系。
StepⅦ.Consolidation Show the following exercise on the screen and ask students to do the exercise with books closed.Try to fill in the blanks according to the text.Jane is a disabled woman.She is forty
old now.She cannot move her arms
(and)legs.She is
(not able)to do many things such as
(brush)her teeth and putting on her shoes.But she dares
(do)many things.She is
(marry)and
(have)two children.She likes to watch her son
(play)soccer and her daughter play the piano.She says,“If you think about your problems,you
(have)a life full of problems.”She thinks everyone should know how
(luck)they are.【Keys】 years,or,unable,brushing,to do,married,has,play,will have,lucky [设计意图] 让学生对整篇课文所讲述的内容进一步加深印象,培养他们总结文章主要内容的能力,同时,有助于学生抓住重点。StepⅧ.Summary In the class,we’ve learned about a disabled woman and understood we should face our life bravely no matter what happens.[设计意图] 给学生以总结,让学生明确这节课的学习内容。StepⅨ.Homework 1.Finish off the exercises in the activity book.2.Preview the next lesson in the student’s book.[设计意图] 让学生通过习题巩固本节内容,并提前做好预习。
Lesson 5 Jane’s Lucky Life Main phrases: •be unable to… •dare to do… •focus on Main sentences: •This disease damaged Jane’s body.•She controls her wheelchair with her mouth.•She has a special telephone that is hers alone.•She can answer it just by saying “hello”.•Jane is married and has two children.•From her wheelchair,Jane cheers as her son runs and kicks the ball.•People who don’t know how lucky they are.第六课时 Lesson 6 Stay Away from the Hospital
1.记忆单词appendicitis,appendix,sleepy,mention;短语take out,now that,so that。
2.掌握重点句型:①I slept all day after my appendix was taken out.②Now that you mention it,Wang Mei also had a bad day.③I think we should try hard to form good habits so that we can stay healthy and stay away from the hospital!④I will write to you again soon.⑤I’m sorry to hear that you were sick this week.3.复习并掌握情态动词should的用法。
4.理解课文意思并能回答课后的问题。
5.珍惜健康,远离医院。
1.学会并能正确使用单词及短语:appendicitis,appendix,sleepy,mention,take out,now that,so that。2.能够用情态动词should讲述句子。
3.让学生珍惜健康的生命,远离医院。
1.能够正确应用文中的重点词汇:appendicitis,appendix,sleepy,mention;掌握重点短语:take out,now that,so that。
2.了解更多珍爱健康的知识。
思路一:本课的教学内容是冀教版九年级英语第一单元的第六课,主要以“远离医院”为题,对本单元的前五课进行一个总结,呼吁大家要珍惜健康的生命。首先以询问式提问导入新课,询问学生们“曾经去医院看过病人吗?当你生病的时候想要做什么?”以学生感兴趣的话题提问开篇,可以培养学生的学习兴趣,让学生在学习课文的过程中尽可能多地找出重点的词组和句子加以记忆,培养学生的学习积极性。
思路二:本课的教学内容是冀教版九年级英语第一单元的第六课,主要以“远离医院”为题,对本单元的第五课进行一个总结,呼吁大家要珍惜健康的生命。首先以展示图片并询问问题来导入新课,让学生分组讨论问题,以真实的语言情景展开语言实践活动,提高学生的英语交际能力。
教师在课前设计教学PPT,准备录音机和磁带,多媒体等。
StepⅠ.Lead in Leading in 【情景1】
T:Good morning/afternoon,everyone.Have you ever visited anyone in the hospital? S1:Yes,I have visited my friend in the hospital.S2:Yes,I have visited my uncle in the hospital.S3:Yes,I have visited my grandparents in the hospital.S4:Yes,I have visited my mother in the hospital.S5:No,I have never visited anyone in the hospital.S6:No.I have been to the hospital before.I went to the hospital when I had a very high fever.…
T:What do you want to do when you are sick? S1:I don’t want to eat anything.S2:I just want to sleep.S3:I want to stay in bed.S4:I want to drink hot tea and rest.T:When I am sick,I want to stay in bed and eat watermelons.When we are sick,we feel bad.So we should try our best to stay away from the hospital.[设计意图] 通过简单的对话导入本课的学习内容,使学生明确教学内容。
Leading in 【情景2】
1.Show students two pictures.Picture 1 Picture 2 Ask students some questions:(1)What’s in Picture 1?(2)What are the doctor and the nurse doing?(3)Do you remember the last time when you were ill?(4)How did you feel when you were ill?(5)What did you do to recover? 【Keys】(1)Many ambulances.(2)They are saving a patient.(3)The answer is open.(4)I felt terrible.I didn’t want to eat anything at first.(5)The doctor told me to stay in bed and drink plenty of water.Every day I had something good to eat.I ate fresh fruit and vegetables.2.Divide students into small groups and let them have a discussion.Five minutes later,one student in each group will give the answer.[设计意图] 通过PPT及图片内容,明确本课的学习内容,呼吁大家要远离医院。StepⅡ.Presentation 1.The teacher shows some examples of sick people on PPT,and then tells the students the importance of health.Picture 1 Picture 2
2.Lead in today’s topic:Stay Away from the Hospital.3.Show the words:appendicitis,appendix,sleepy,mention,and then teach them.[设计意图] 通过图片,进一步让学生明确健康的重要性,更要远离医院,并学习词汇。StepⅢ.Reading 1.The teacher reads the text and asks students to listen carefully.Then ask some students to read the text and help them correct the pronunciation.2.Let the students find out the main phrases and main sentences of this text.Main phrases: •take out •now that •so that •write to sb.•one of…
Main sentences: •I don’t have it anymore ,but I don’t have an appendix,either!•The next day,when I woke up,I felt terrible and very sleepy.•My doctor said I had a fever.•She told me to drink plenty of water and have a good rest.•Now I’m feeling much better.•My mother brought me some new books to read(but no homework).☆教材解读☆
1.I don’t have it anymore,but I don’t have an appendix,either!either在本句中意为“也”,用于否定句中,放在句末,其前用逗号隔开,其后用句号。【拓展】(1)too表示“也”,常用于口语,一般只用于肯定句中,也可用于一般疑问句中,too通常置于句末,其前用逗号与句子隔开,其后用句号;有时也可插入句子中间,这时too前后都要用逗号。
(2)also意为“也”,在用法上比too正式,多用于书面语或正式的场合中,口语中用得较少,一般用于肯定句中,在句中位于be动词、助动词、情态动词的后面,实义动词的前面,而不放在句子的末尾。有时候also也可放在否定的陈述句中,但不能放在否定词的后面。
(3)as well和too通常用于句末。
2.The doctor took it out!take out为动副短语,意为“取出,拿掉”,代词作宾语时,要放在动词与副词中间;如果名词作宾语,则放在短语中间或短语之后都可以。
3.The next day,when I woke up,I felt terrible and very sleepy.sleepy为形容词,意为“欲睡的,困倦的”,既可作表语,也可作定语。
【拓展】 sleep可作动词或名词,意为“睡觉;睡眠”,asleep为形容词,意为“睡着的,睡熟的”。
4.My doctor said I had a fever.本句是一个含有宾语从句的复合句,主句 是一般过去时,从句要用相应的过去时态。
5.She told me to drink plenty of water and have a good rest.◆本句用不定式作宾语补足语,句式tell sb.to do sth.意为“告诉某人做某事”;如果表示“告诉某人不要做某事”则用句式tell sb.not to do sth.,除动词tell外,ask,want,order也有这种用法。
◆plenty of意为“很多,足够的”,后接复数可数名词或不可数名词。通常用于肯定句;在疑问句中用enough,否定句中用much或many;plenty of的用法与a lot of和lots of相同。
◆have a rest意为“休息”。
6.Now I’m feeling much better.much在本句中为副词,意为“……得多”,修饰比较级。比较级前还可以用even,still,far,a bit,a little,a lot等词加以修饰。7.My mother brought me some new books to read(but no homework).to read在本句中作后置定语,修饰前面的名词books。动词不定式作定语时常放到被修饰词的后面。
8.I will write to you again soon.write to sb.意为“给某人写信”,相当于write sb.a letter或write a letter to sb.。其反义词组为get/receive a letter from sb.或hear from sb.,意为“收到某人的信”。
9.I’m sorry to hear that you were sick this week.sick为形容词,意为“病的,生病的”,与ill同义。作表语时,sick多用于美式英语,ill多用于英式英语;作定语时通常用sick而不用ill。
【注意】 形容词前加定冠词the表示一类人时,用sick不用ill。the sick病人。
10.Now that you mention it,Wang Mei also had a bad day.◆now that为连词词组,意为“既然,由于”,用来引导状语从句。在原因状语从句中,now that和since意义相近,都表示“既然,因为”,但语气较弱,强调人们已知的事实。
◆mention为及物动词,意为“提到,写到”,后接名词或代词。mention sb.提到某人;mention sth.提到某事;not to mention更不用说。
11.One of her teeth was rotten,so she had to go to the dentist.one of…意为“……中之一”。one of后的名词要用复数形式,形容词要用最高级;one of…在句子中作主语时,谓语动词要用第三人称单数形式。
12.I think we should try hard to form good habits so that we can stay healthy and stay away from the hospital!so that意为“以便,为了,目的是”,用来引导目的状语从句,常和can,could,may,might等情态动词连用。so that还可用来引导结果状语从句,意为“结果,以至于,因此”。
篇6：冀教版九年级英语上第一单元测试
()1.— Bob, what’s matter with you? — I have bad toothache.A.a;the B.the;a C./;/ D./;the()2.— Is this Bill’s maths book? — It can’t be.David’s name is on it.A.he B.she C.his D.hers()3.Do you know that grains and fruit can be made wine? A.by B.from C.of D.into()4.It’s a that we missed the important meeting this morning.A.risk B.pity C.pain D.harm()5.Eating more fruit and vegetables good for our health.Why don’t you have a try? A.is B.are C.does D.do()6.Danny took the medicine and he felt than before.Now he can get up and have breakfast.A.a little heavier B.much better C.very well D.much worse()7.The little boy fell off from bicyle.So the doctor advises her to take ____ X-ray.A.a
B.an
C the D.不填
()8.Emma enjoys the piano and she plays it very well.A.play B.to play C.playing D.plays()9.healthy, you should take more exercise from now on.A.To keep B.Keep C.Kept D.Keeping()10.We had no choice but for another whole day.A.wait B.waiting C.to wait D.waits()11.The mother just now learnt that her son hadn’t stolen the money.She regretted him yesterday.A.beat B.beats C.to beat D.beating()12.junk food and take more exercise, and you will be healthy.A.Stay away from B.Be afraid of C.Focus on D.Take up()13.She too much food for us, for we aren’t hungry at all.A.has to cook B.should cook C.needs to cook D.needn’t cook()14.Get up early you can have enough time to exercise.A.so that B.as a result of C.because of D.now that()15.Her sister becomes strong and healthy by a balanced diet.A.have B.having C.has D.had
()16.You leave your kid alone at home.It’s very dangerous.A.wouldn’t B.needn’t C.couldn’t D.shouldn’t()17.Jenny, there is waiting for you at the school gate.A.something B.anything C.somebody D.anybody()18.Rosa a bad cold for over a week.A.has caught B.caught C.has had D.have had()19.a student, he shouldn’t go to the Internet bar every day.A.As B.For C.To D.By()20.— I have been seriously ill these days.—
A.Did you go to work yesterday? B.Why not tell me? C.I’m sorry to hear that.D.Where is the doctor? 二.完形填空(共10小题，每小题1分，计10分)阅读下面短文，掌握其大意，然后从各小题所给的四个选项中选出最佳选项。
On my first visit to India with my friend,Barry,we met a really nice woman on the plane.Her name was Uma.Talking with her __21__us very happy.When we arrived __22__India, we found that our bags weren’t on our plane.__23__was 4 a.m.on Saturday morning.But we were told that we couldn’t get our bags ___24____Monday.What could we do? As we stood there thinking, Uma came over.She __25___,‖Our car will come soon.Come home with me.‖
We went out of the airport and gor into the small __26__.It was already crowded with her family who had come to welcome Uma home.At the __27___,we showered and rested.They provided us delicious Indian meals and took us on tours of their city.On Monday morning, their driver __28___us to the airport, where we were ___29__to find our bags.The following year,we returned to India, and our first thing was to __30___Uma and her family.We have become good friends.Her kindness(善良）was a real gift.We also did our best to pass on that kindness wherever we went.21 A.worried B.had C.made D.thought A.at B.in C.to D.,on 23 A.That B.This C.It D.One A.until B.when C.after D.if 25 A.talked B.spoke C.told D.said A.bus B.car C.plane D.airport 27 A.shop B.hospital C.house D.company 28 A.left B.brought C.asked D.Took 29 A.happy B.sorry C.afraid D.easy
A.watch B.visit C.remember D.help
三、改错
1.My father regretted to say those words.将
改为
2.There are so much apples to pick on the apple tree.The farmers are very happy this autumn.将
改为
3.All the students got to here early this morning so that they could catch the early bus.将
改为
4.Lucy’s mother tells her practice playing the violin on weekends.将
改为
5.There are many germen visiting China now.6.Here are some juice for your teacher.将
改为
7.Beans are rich at protein.They are good for us.将
改为
8.All the students have got into the habit of prepare for their lessons.将
改为
9.The young man dares going to the mountain alone.将
改为
10.These shorts are her.Mine are over there.将
改为
11.My grandmother focus on the gardening now.将
改为
12.Jim’s bag is in the desk.He takes out it.将
改为
四．用所给词的适当形式填空。
1.The twins ___________(get)dressed and left the room.2.The little girl is afraid of _________(make)mistakes.3.The woman fefused _____________(open)the door for the bad man.4.The old man is sick.He has no choice but __________(see)a doctor.5.Playing sports can make us stay __________(health).6.Do exercise is good for our ____________(health).7.I heard Tom __________(sing)when I walked past his room yesterday.8.It’s hard ________(understand)what he said.五．阅读理解。（30分）Chinese writer Mo Yan won the 2012 Nobel Prize in Literature（诺贝尔文学奖）.He is the first Chinese to win the Nobel Prize In Literature.Mo Yan was born in 1955 in Gaomi, Shandong Province.His parents are farmers, when he was 12 years old, Mo Yan had to leave school to work,first on the farm, later in a factory.In 1976 he began to study literature and write articles.His real name is Guan Moye.Mo Yan is his pen name.It means ― don’t speak‖.His first story came out in 1981.His novel Red Sorghum came out in 1987.Soon the director Zhang Yimou made it into a film, and it won the Golden Bear at the Berlin Film Festival in 19 88.Mo Yan also wrote many other famous novels, such as Frog, Sandalwood Punishment , Life and death and The Republic of Wine.Lots of people read them, and people translate some of his works into English, French and many other languages.31.When he won the Nobel Prize, Mo Yan was _______years old.A.55 B.56 C.57 D.60 32.What did Mo Yan do after he joined the army? A.He tried to become a good soldier.B.He began to study literature and writer articles.C.He wanted to get on well with others.D.He started to learn to draw pictures.33.What happened to Mo Yan at the age of 26? A.He started to work on the farm B.He became a film director.C.He began to write novels D.His first story came out 34.His great work ______was made into a film which won the Golden Bear in 1988.A.Frog B.Red sorghum C.The Republic of Wine D.Sandalwood punishment 35.From the passage we can infer(推断)that _______.A.Mo Yan began to work when he was young.B.Mo Yan didn’t like to talk with people.C.Mo Yan joined the army at the age of 24.D.Mo Yan wrote all of his works in English.B How I study English？
I often hear some students say English is difficult, and it gives them a headache.So they can’t learn it well.But English is very easy for me.I’m good at it.I’m very glad to tell you something about how I study English.First, I think an Interest in English is very important.When I was in Grade One, we had a new subject – English.It was fresh for me.I was interested in it, so I worked hard at it.Soon we had an English exam and I got a very good mark.How happy I was!After that, I learned English harder and harder.Our English teacher often teaches us English songs, the songs sound nice.I often think how interesting English is!Second, I think English is a foreign language.I should learn it well in the following ways: Listen to the teacher carefully, speak bravely, read aloud and have a good vocabulary.Then practice again and again, never be tired.And I also have a good habit: Asking whenever I have a question, I must make it clear by asking our English teacher.How happy I am when I understand!Besides this, I often read English stories, jokes and easy novels.From these I know English is not only interesting, but also useful.They help me understand a lot of things.So to do more reading is an important way to learn English well.And I also do some exercises from our class magazines, and I often write English diaries.English has become a close friend of mine.Now I have learned English for more than two years.I always keep the first position in our school.From these words, I hope every student can learn English well.()36.Why do some students often ―have a headache‖?
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