第一篇：人教版新目标九年级上册英语教学工作总结

九年级上册英语教学工作总结

2013——2014（上）

本学期，在学校领导的细心关怀下，在年级组和教研组的正确带领下，在同行的亲切帮扶下，在社区群众和本班学生的大力支持下，我顺利地完成了2013至2014年度上学期人教版新目标英语九年级（上册）的教学工作。本学期已经接近尾声，为了及时总结经验教训，确保下学期工作能够做得更好更出色，现对本学期教学工作做一总结。

一、工作指导思想

（一）面向每个学生，关注每个学生，突出学生主体，尊重个体差异。激发学生学习英语的兴趣，调动学生学习英语的积极性，帮助学生建立学习的自信心，引导学生培养学习的良好习惯。

（二）以学习技能、语言知识、情感态度价值观、学习策略和文化意识的发展为基础，进行教学目标的整体设计和教学计划的具体实施。

（三）注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

（四）采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与、合作等方式，实现任务目标，感受成功的喜悦。

二、学生基本情况

九年级（2）班共有学生 32名，其中女名，回女名。经过八年级一个学年的磨合，我与学生之间已经相互了解，相互融洽，这对开展教学工作起到了很大的促进作用。因为马上要面临升学考试，我和学生的压力都很重，大部分学生学得都很用功，很勤奋。个别学生尽管在一开始出现了厌学的苗头和思想，但是经过班主任和各科老师的耐心教育，还有班上同学的热心开

导，这几个学生逐渐打消了这种不良的念头，重新树立起学习的自信心。总的来说，班级学习氛围浓厚，学习英语的积极性比较高。

三、采取的工作措施

（一）认真学习十八大和十八届三中全会精神，撰写学习心得，积极参加学校各项会议，尤其是九年级全体教师的会议，做好会议记录，领会会议精神，落实会议精神。

（二）开学初，根据学校要求和学生实际情况，认真制定切实可行的教学工作计划和安排，使教学工作做到有计划可循，有安排可依。

（三）注重抓常规教学，以学生为主体，面向全体学生组织教学，注意培养学生听说读写的能力，充分利用早读时间，要求学生大声朗读课文。培养学生放声读的习惯和语感。有效利用晚自习和晚自习结束后延长的那一小时，认真讲解习题，带领和组织学生开展自学。

（四）注重抓词汇学习和句型学习，经常进行听说训练，提高学生记忆单词和句型的能力；课堂内坚持组织学生的结对活动，引导学生互帮互助，鼓励学生多说多练。

（五）注重英语作文教学，每个单元写作教学，我都从简向难，由浅入深，不但注重个体，而且关注全部，使每一个学生在原来的基础上都能得到发展和提高。

（六）有针对性地布置适度、适量的作业，促进学生对所学知识的巩固和提高。在批改作业上，我主要采用面批的方式，这样既加强了师生之间的及时反馈，又促进了师生之间的沟通交流。

三、工作中的不足之处

（一）因为是第一次担任毕业班的英语教学，第一次接触九年级英语教

材，所以在处理教材上有时会出现失误，比如对教学进度的把握上，并不是很准确，有时会出现快慢不协调的情况。

（二）班上极个别学困生的转化工作做得不怎么好，从学习兴趣到学习方法上，这些学生都需要更多的关注和教育。

四、需要解决的问题

（一）本学期末，班上有几名学生流露出辍学的想法，下学期初，如何确保这几名学生继续上学，如何确保他们在继续上学之后有所收获，是需要解决的一个主要问题。

（二）引导学生正确合理地安排自己的假期生活，因为寒假正值春节期间，要引导学生在过好春节的同时，巩固好自己在学校的英语成果，并力争再上一个新台阶。

五、下学期的打算

（一）继续加强业务学习，不断提高教学能力，不断更新教育观念，做到让学生满意，让社区群众满意。

（二）开学之后，计划用四周左右的时间上完剩下的教学内容，用三至四周的时间进行具体、专项的复习，用四周左右的时间复习书本知识，接下来进行模拟考试并讲解模拟试题题，然后针对典型的错误再进行总结和复习，最后做好升学考试前的动员工作，使每一个学生都能考出属于自己的成绩。

第二篇：人教新目标unit6英语教学设计

《英语（新目标）》八年级

Unit 6 I’m more outgoing than my sister.第一课时

八（5）班 韩大权

2010.10.18

Ⅰ.教学目标： A.知识目标：

1.通过教学让学生掌握重点词汇“outgoing”(外向的)“serious（严肃的、庄重的）“ wild”(鲁莽的、轻率的)“ calm”（镇静的、沉着的）等词的用法。

2.让学生学会形容词比较级的用法。

B.能力目标：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力。

C.情感目标：

通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。同时在教学中，注意培养学生良好性格的形成。

Ⅱ.教学分析

A.教材分析：

本单元主要的内容是：“Talk about personal traits and how to compare people.”（谈论人的个性特征和形容词的比较）由于本单元具有两部分：SectionA和SectionB，从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好SectionA的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。

学生分析：本节课对象是八年级的学生，正是学生健康的心理形成的好的时期。有的学生在回答问题的时候，总是怕出错误，怕被笑话，而选择闭口不答。因此，在教学的过程中，我注意到了充分调动学生学习的积极性，学生的自信心逐步增强，从而体验到成功的喜悦。

B.教学重点、难点：形容词比较级的用法和构成。

1.Is that Sam? No, that’s Tom.He has shorter hair than Sam.He’s calmer than Sam.主语（sb / sth）+ be +形容词比较级 + than +…

2.The comparatives with –er/ier and more C.教学方法：为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。Ⅲ.教学用具：录音机，课件，英语影音资料。

Ⅳ.教学过程：

Unit 6 I’m more outgoing than my sister.Teaching contents: Section A 1a, 1b, 1c, 2a, 2b, 2c.Step 1

Leading in.Ask a student to introduce herself/himself.Step 2

Show some pictures to Ss.Say, they are stars.Ask Ss to tell what they see.Ask Ss to use the words: tall, wild, thin, long hair, short hair, heavy, calm, short and so on.Then ask Ss to repeat these sentences: Yao Ming is taller than Renaldo.Step 3

Call attention to the picture.Point out the sample conversation in activity 1c.Say, now work with a partner.Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Then listen to the recording.Ask Ss to number the twins.Check the answers.Step 4 Point out the two columns and read the headings:-er,-ier and more.Then point out the words in the box.Read.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.Step5 Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording.Write word in the boxes.The words are from the list in activity 2a.Play the recording and check the answers.Step 6 Point out the chart in activity 2c and on Page 89.Say, Make your own conversations according to the information.Ask pairs to continue on their own.Correct the answers.Step 7 Homework: 1.Write a short passage about things that are the same and different between you and your friend.2.Write the new words five times with their Chinese meanings.Unit6 I am more outgoing than my sister

Section A(1a—2c)教学反思

八（5）班

韩大权

这节课我们学习了如何描述人物的性格特征和形容词的比较级。通过多媒体展示，内容丰富多彩，学生易理解掌握，课堂气氛因而也比较活跃。首先在上节课就给他们布置了预习, 并且都进行了初构, 所以在上课时大部分学生对所学内容比教了解;我是通过图片来导入本课的内容的, 通过对人物性格以及外貌特征的比较引入新的语言点, 然后让学生看图说话进行了对比, 从而对所学知识进一部练习, 这样将学生一步步引入英语学习的情境中；这下学生可活跃起来了。这些问题先由我与学生做问答示范，再让学生进行相互问答练习。同时，充分利用学生的好奇心、好胜心以及自我表现的欲望，引导学生自发进入主动学习的境界；学生有了自觉的学习行为后，再加上我适时地作一些关键性指导，很快，这节课中的难点就迎刃而解了。就这样，看似闲谈，实为新知识的学习。

但在在任务设置上，显得有些多，进度有些快，以后对于新单元的新课应稍微放慢速度。听录音部分对一部分学生来说有些难，应让学生跟读磁带。还要对重难点及时引导学生总结。通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感；面对不同的学生群体，任务的难度系数（深度）是可以调控的；而面对同一群体里的不同程度的学生，教师可以在任务设置时注意不同角色的设定，做到有针对性，使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去，大胆地用英语去了解生活中的各类简单事物，解决生活中的各种简单事情。教师要善于活化教材，对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的。课堂上尽可能给学生创造更多的机会用英语练习对话，这样不但可以培养学生的听说能力，还可以活跃课堂气氛，极大的调动学生的积极性和主动性，提高学生学习英语的兴趣。同时做一些练习来帮助学生直观地巩固所学知识，以便于提高学生综合应用知识的能力。

第三篇：九年级英语上册 单词教案 人教新目标版

单词教案

Airplane n.飞机 Coach n.长途公共汽车，客车

Departure n.出发；启程；航班；车次 Lounge n.(机场等的)等候室

departure lounge(机场的)候机厅 transport n.交通方式；交通 set off 动身，出发 Nod v.点头

Tear n.眼泪；泪珠 Towards prep.往；向；朝...的方向 cigarette n.香烟 though conj.虽然；尽管 get off 下车 step n.步;步骤 geography n.地理学 physical a.身体的;体力的 PE n.体育；体育课 really adv.非常；很；实在；确实

neither pron.两者都不 a.(两者)均无的

secondary school 中学 present a.在场的；出席的 absent a.不在的,缺乏的 speech n.演讲;演说 biology n.生物学 lead a...life safety n.安全 过(某种生活)fortunately Disease n.病；疾ad.幸运地 病

drug n.毒品 Dress n.连衣裙 Spanish

Fit v.适合,合身 a.西班牙的；西班Glove n.手套 牙语的 n.西班牙have on 语 穿着；戴着 French

overcoat a.法国的；法语的 n.外套；大衣 n.法语

scarf involve vt.牵涉；n.围巾；头巾 牵连；影响

thick adj.厚的 training n.训练 size n.尺码；号 athletics n.田径shop assistant 运动

n.店员 society n.社会；cool 协会 a.时髦的；酷的 disco

fashionable n.迪斯科舞厅；迪a.流行的；时髦的；斯科舞会

时尚的

either...or...logo n.标志,商标 要么...要么...；well-known adj.众不是...而是...所周知的；著名的 Debate n.辩论 designer Illness n.病；疾a.由著名设计师病

设计的 n.设计师，prevent

设计者

vt.防止；预防 advertising n.广medicine n.医学 告

suppose vt.猜想；dollar n.美元 假设 succeed relaxed

v.成功；做到 a.放松的；松弛的 show off eldest

显示；炫耀 a.年龄最大的 personality married

n.个性；性格

a.已婚的；结婚的 rule n.规则；规章 fall off suggestion n.建议(从...)跌落

keep to get married 结婚 沿着...走 couple n.夫妻 Rope n.绳子

diet n.日常饮食 Stream n.小河；溪 用心

爱心

专心

clear

adj.明白清楚的 starving

adj.非常俄的；饥饿难忍的 lead the way 领路，带路

fall asleep 入睡 valley n.山谷 peaceful

adj.安静的；平静的

site n.场所 gesture

n.示意动作；手势 stick

n.枝条；枯枝 reach out 伸手去摸 still

a.静止的；不动的 woods n.树林 hillside n.小山坡 sudden adj.突然的 blood n.血

damage n.&vt.损害 cause v.造成；引起 n.原因,起因 effort n.努力 fifth num.第五 order n.顺序；命令 vt.命令 in order to 为了

Director n.主任 Smell n.气味

Discuss vt.讨论；谈论

Fever n.发热

Flu n.流行性感冒 Knee n.膝盖

Wound n.伤，伤口 Miss v.不在 Trip v.绊；绊倒 improvement n.改善；改进 oncoming adj.迎面而来的 couch n.长沙发 expert n.专家 require v.需要 fit adj.健康的 amount n.数量 weight n.重量 effect n.影响 cooker n.厨灶 shock n.电击 hit vt.打；击 glad adj.高兴的 breathe v.呼吸 cancer n.癌症 fix vt.修理 finger n.手指 basket n.篮子 bread n.面包 fork n.叉子 knife n.刀

lemonade n.柠檬味汽水；柠檬饮料 pancake n.烙饼薄饼

serve vt.端上；服务；招待

spoon n.勺；匙 hold vt.举办；召开

hot adj.辣的 roll n.小圆面包 Roman n.罗马人 Saying n.格言谚语

Cheers int.干杯 Plate n.盘子 explanation n.解释,说明 cross adj.恼怒的；生气的

generally adv.一法

般地；通常 Level n.水平over adv.结束 Certain blind adj.瞎的 adv.某些；一些 sensen.感觉官能 however taste n.味道

adv.不管怎样

owner n.所有权人；fairly adv.相当地 主人

no matter bee n.蜜蜂 无论… officer n.官员 wherever course n.一道菜 adv.无论在哪里 dialogue n.对话 own v.拥有 line

everyday n.台词，对白；线 adj.每天的,日常nurse 的

n.保姆；护士 essential recite v.背诵 adj.极其重要的 role n.角色 tourism n.旅游业 row n.一排座位 quarter n.四分之servant n.仆人 一

bit n.一部分，一industrial 段

adj.工业的

play the role of recent adj.近来的 v.扮演...角色 Arabic n.阿拉伯superb adj.极佳的 语

impressed

Typhoon n.台风 adj.印象深刻的 Importance front adj.前面的 n.重要性 nightlife in place of 夜生活 代替

musical

Indian n.印度人 n.音乐剧；音乐电speaker 影

n.说某种语言的in the open air 人；发言者；演讲在露天(或户外)者

Japanese adj.日本period n.阶段；时的日语的；日本人期 的 n.日语；日本人 express Industry n.工业 vt.表示；表达 Trade n.贸易 beat n.强节奏 Achieve v.完成达ceiling n.天花板 到

fetch vt.拿来 Bright adj.聪明的 pardon Handwriting n.书int.请再说一遍

用心

爱心

专心 raise v.举起 forgive vt.原谅 treasure vt.珍视；珍爱 stay in touch 保持联系 owe

vt.归因于；归功于 pay back 偿还 kindness n.体贴 patience n.耐心 gift n.恩赐 礼物 fair

adj.公平的；公正的

model n.模范;典型 role model 楷模；行为榜样 Value

n.价值；行为准则 decision n.决定 graduate n.毕业生 shock v.使震惊 inside adv.在（或向）里面 prep.在（或向）…里 cow n.奶牛；母牛 dentist n.牙医 tooth n.牙齿 robot n.机器人

第四篇：九年级英语上册 词组 人教新目标版

Unit 1 Topic 1短语

1.come back from 回来

2.feel sorry for 为……感到遗憾 3.by the way 顺便问一下 4.take photos 照相 5.do farm work 干农活 6.for a long time 长时间 7.tell stories 讲故事

8.have summer classes 上暑期班 9.at present 现在；目前

10.live a hard life 过困难的生活 11.in order to 为了

12.give support to 支持

13.keep in touch with 保持联系 14.see sth oneself 亲眼目睹 15.far away 遥远的

16.in the open air 在户外 17.sorts of 各种

18.succeed in doing sth 成功做某事 19.check over 检查

20.draw up an outline 拟订提纲 21.thanks to 多亏

22.make progress 取得进展 23.take part in 参加 24.in detail 详细地 25.in the past 在过去 26.have no chance 没机会 27.after class 课后

28.day and night 日日夜夜 29.more than 超过

30.learn … from 向……学习31.in the future 在将来 32.dream about 梦想

Unit 1 Topic 2短语

1.get lost 迷路 2.each other 互相

3.call sb up 打电话给某人 4.go shopping 购物 5.at least 至少 6.take place 发生

7.because of 因为；由于

8.be strict with sb 对某人要求严格 9.increase by 增加了 10.carry out 执行 11.be short of 缺少 12.so far 到目前为止

13.take measures to 采取措施 14.a couple of 一些；几个 15.keep up with 赶上

16.have fun 获得乐趣；玩得开心

17.offer a good education 提供一个良好的教育

18.work well in 在……有成效

19.be known as 将……称为；把……叫做 20.the only child 独生子 21.write down 写下 22.less than 少于

Unit 1 Topic 3短语

1.get used to习惯于

2.as a matter of fact 事实上 3.break out 爆发 4.in need 在困难时

5.decide on sth 就某事做出决定 6.feel good about oneself 自我感觉良好

7.provide sb with sth 向某人提供某物

8.live a normal life 过正常的生活 9.according to 根据 10.be away from 远离

11.be famous for 以……而闻名 12.so that 为了；以便 13.at the same time 同时 14.take drugs 服毒

15.obey the rules 遵守规则 16.aim to do sth 目的是…… 17.at home and abroad 国内外

18.in the past few years 在过去的几年中

19.pay for 付款 20.belong to 属于 Unit 2 Topic 1短语 1.at present 目前 2.have a picnic 野餐

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3.of course 当做

4.be harmful to 对……是有害的 5.in a bad mood 处于坏情绪 6.manage to do sth 设法做某事 7.at midnight 在午夜 8.do harm to 有害于 9.go deaf 变聋

10.quite a few 相当多

11.no better than 与……一样（差、坏）12.in public 在公共场合

13.cause sb to do sth 导致某人做某事 14.all sorts of 各种各样的 15.in many ways 在许多方面 16.for example 举个例子

17.have an effect on sth 对某事有影响 18.two days later 两天后 19.in the past 在过去

20.at the end of 在……的末尾

Unit 2 Topic 2短语

1.as a result 结果 2.here and there 到处 3.walk on grass 践踏草坪 4.care for 关心；照顾 5.pick flowers 摘花

6.give some advice to 给……一些建议

7.in the beginning 在开端 8.cut down 砍伐

9.prevent sb from doing sth 阻止某人做某事

10.in danger of 处于……的危险中 11.come to do sth 开始做某事 12.day by day 一天天

13.follow the rules 遵守规则 14.come into being 形成 15.cut off 切断

16.change into 变成…… 17.take away 带走

18.pass through 通过；穿过

19.be helpful to 对……是有帮助的；有助于……

20.refer to 指的是…… 21.deal with 处理 22.at the same time 同时 23.take up 占据

24.stop sb from doing sth 阻止某人做某事

25.wash away 冲走

Unit 2 Topic 3短语

1.interview sb about sth 采访某人某事

2.spread the message 传递信息

3.encourage sb to do sth 鼓励某人做某事

4.protect the environment 保护环境 5.save money 省钱

6.be supposed to 理应；应该 7.ought to 应该

8.travel a short distance 短途旅行 9.make sure 确保 10.on time 准时

11.make an announcement 发个口头通知 12.turn off 关掉

13.work hard 努力工作（学习）14.hurry up 快点；赶快 15.instead of 代替 16.of course 当然

17.fail the exam 考试失败 18.take part in 参加

19.be used for 被用作…… 20.turn green 变绿；变得环保

Unit 3 Topic 1短语

1.stick on 粘在……上 2.be able to 有能力；能够 3.be ready for 为……准备好 4.can’t wait to 迫不及待要…… 5.from now on 从今以后 6.one day 有一天；某一天

7.throughout the world 全世界 8.on business 出差

9.be similar to 与……相近

10.be pleased with 对……感到满意 11.translate into 翻译成…… 12.once in a while 偶尔；有时

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13.in general 通常；大体上 14.even though 即使 15.as a result 结果

16.be regarded as 被当做……

17.take the leading position 占据领先地位

18.be required to 被要求…… 19.the rest of 剩余的

20.make progress in 在……取得进展 21.take a swimming course 上游泳课程 22.be popular with 在……中受欢迎 23.change with 随……而变化 24.as well as 也

25.have trouble doing sth 做某事有麻烦

Unit 3 Topic 2短语

1.instead of 代替

2.say hello to 向……问好 3.by the way 顺便说 4.see sb off 给……送行 5.depend on 依靠

6.be worried about 担心…… 7.leave for 动身往… 8.put out 伸出；熄灭

9.on one’s way to 在某人去……的路上

10.make oneself understood 使（自己）被听懂

11.in the future 在将来 12.as for 至于

13.in a word 一句话；总之 14.take in 吸收

15.in the beginning 在开头；初期 16.little by little 一点点地 17.come about 发生；产生

18.be forced to do sth 被迫去做某事 19.in person 亲自 20.be fond of 喜欢

Unit 3 Topic 3短语

1.get into trouble 陷入麻烦；惹麻烦 2.agree with 同意 3.give up 放弃 4.work hard at 努力于 5.be afraid of 害怕 6.keep a diary 写日记 7.be weak in 在……弱

8.give some advice sth 就某事给些建议

9.have a try 尝试一下 10.take a breath 吸口气

11.share sth with sb 与某人分享某物 12.as often as possible 尽可能经常地 13.advise sb to do sth 建议某人做某事 14.make mistakes 犯错

15.make great progress 取得巨大进步 16.insist on sth 坚持某事

17.feel like doing sth 想要做某事 18.laugh at 嘲笑

19.last but not least 最后但同样重要的 20.in public 在公共场合

Unit 4 Topic 1短语

1.dream of 梦想

2.point to 指向…… 3.send up 发射

4.no doubt 毫无疑问 5.for instance 举个例子 6.click on 点击

7.connect to 与…….连接 8.in the future 在未来 9.in space 在太空

10.at the same time 同时 11.come into being 形成 12.thanks to 多亏；由于 13.chat on line 在线聊天

14.a list of 一列的；一份……清单 15.instead of 代替 16.of course 当然

17.study hard 努力学习

18.with the help of 在……的帮助下 19.do business 做生意 20.land on 登陆

Unit 4 Topic 2短语

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1.for certain 确定

2.make a contribution to 为……做贡献

3.as long as 只要 4.in short 总之 5.run away 跑开

6.be allowed to do sth 被允许 7.be made of 由……制成 8.come true 成为现实；实现 9.be made from 由……制成 10.be used for 被用作 11.take photos 照相

12.during one’s life 在某人一生中 13.so far 到目前为止

14.be similar to 与……相近15.all the time 一直 16.no longer 不再

17.have effects on 对……产生影响 18.the rest of 剩余的

19.to one’s surprise 令人惊讶的是 20.be meant to do sth 应该做某事

Unit 4 Topic 3短语

1.base on 基于 2.hand in 上交

3.be full of 充满…… 4.in order to 为了

5.know about 知道；了解 6.a group of 一群 7.go wrong 走错路

8.on the earth 在地球上 9.in the future 在未来 10.be able to 有能力 11.come true 实现 12.grow up 长大

13.search for 搜索…… 14.be on show 展览

15.make up one’s mind 下定决心 16.side by side 肩并肩地 17.look forward to 盼望 18.be close to 靠近19.each other 互相

20.do experiments 做实验

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第五篇：九年级英语上册Unit_11英语教案_人教新目标版

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the

class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

hang out, fresh, advantage, disadvantage, block（2）Target Language

Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．

（3）Moral Objects

Anything has both advantages and disadvantages． We should treat everything correctly．

Ⅱ． Teaching Key Point

Train students’ listening, speaking, reading and writing ability．

Ⅲ． Teaching Difficult Points

How to improve students’ integrating skills．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say，Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

2． Finish off the exercises on pages 46～47 of the workbook．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

The Seventh Period

Ⅰ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text:

Grown-ups like cartoons, too．

2． Ability Objects

（1）Fast-reading to get a general idea of the text．

（2）Careful-reading to get the detailed information in the text．

（3）Learn the words and phrases from the context．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Procedures Step I Key Vocabulary

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture．

Ask students to answer the five questions． But don’t look at the reading text．

Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．

When most students finish the task, ask students to answer the questions with a parter．

Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

Step Ⅲ Part 2

Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．

Ask five students to report their answers．

Draw students’ attention to the instructions．

Ask students to complete the task inpidually or in pairs．

As they work, walk around the classroom to make sure students discuss their reasons in English．

Have students report their answers． Encourage students to use complete sentences．

Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．

Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

Check the answers:

Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．

Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

Step Ⅴ Part 4

Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．

Check the answers．

Step Ⅵ Part 5

Read the task with the students．

Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

Check the answers and have students show or act out their cartoons for the class．

Optional activity

As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

Students can then write their own English stories in the speech bubbles．

Step Ⅶ Homework

1． Read the story in 2 again for further comprehension．

2． Revise the target language in this unit．