九年级黄语上学期unit1教案新目标人教版.doc

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Unit 1 How do you study for a test
Ⅰ. Analysis of the teaching material
1. status and function
In this unit, students learn to talk about how to study. Such topic is very useful to students. It’s helpful to raise learning interest of all the students. Either more or less advanced students will benefit a lot.
(1) The first period mainly gives students listening and oral practice using the target language “how do you study for a text? I study by doing…”
(2) The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.
(3) In the third period, students learn to get detailed information from an article, it is a basic reading skill and is a great help to improve students’ reading skill.
(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give advice to those who have difficulty in studying using the target language.
(5) The fifth period is designed to train students’ reading and writing skills.
(6) All the activities in the period in this unit are used to provide writing practice using the target language.
(7) In this period students learn to understand some words and phrases of the reading and learn to deal with problems positively.
2. teaching aims and demands
(1) knowledge objects
In this unit, students learn to talk about how to study for a test and give advice to those who have difficulty in studying.
(2) Ability objects.
To train students’ listening, speaking, reading and writing skills using the target language.
(3) Moral objects.
Everyone learns a different way, the best one is to do. That is, no pains, no gains.
3. teaching key point
To make students learn and grasp the key words and the target lantuage.
4. teaching difficult point
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
5. studying way
teach students how to be successful language learners.
Ⅱ.language function
Talk about how to study.
Ⅲ.Target language
1. How do you study for tests?
Well, I study by working with my classmates.
2. Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
3. I don’t have a partner to practice English with.
Maybe you should join an English club.
Ⅳ. Structure
Verb + by with gerund
Ⅴ.vocabulary
1. the new words.
2. what about…..?
3. why don’t you……?
Ⅵ.learning strategies
1. Personalizing
2. role playing
Teaching time
seven periods

The first period
Ⅰ.Teaching aims and demands
1. Knowledge objects
(1) Key vocabulary flashcard
(2) Target language
How do you study for a test?
I study by working with a group.
2. Ability objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3.Moral object
Studying the right way is helpful. It helps you get good grades.
Ⅱ. Teaching key points
The target language
Ⅲ. Teaching difficult points
1. train students’ listening skill.
2. Train students’ communicative competence.
Ⅳ.Teaching methods
Scene teaching method
Pairwork
Ⅴ. Teaching aids
A tape recorder real objects
Ⅵ.Teaching procedures
Step Ⅰ Greetings
Welcome the students back to school and ask them if they had a good time during the summer holidays. Invite different students to describe what they did in the summer vacation.
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words. Read the instructions to the class.
Read the list of ways of studying to the class. Point to actual objects in the classroom or to the items in the illustration to show the meaning of each item on the list. Explain that a flashcard is a piece of paper or card which students write a word on and use to memorize information.
Ask students to check the ways they usually study for an English test. While they are doing this, write the list on the board. Then read the list to the class and ask students to raise their hands to show which things they checked, write the number of hands you see after each item on the board.
Then ask students to write down other ways they study for an English test. When they have finished, ask students to read their lists to the class. Discuss which are the most popular and least popular ways of studying. Step Ⅲ 1b
This activity provides students practice in understanding the target language in spoken conversation. Read the instructions to the class. Focus attention on the illustration. Point to the pictures labeled a, b and c and elicit how each student is studing. Then point to the pictures with names Mei, Antonio and Pierre underneath, say you will hear one conversation. You are asked to write the letter of each picture in front of the name of the person who studies that way. Point out the sample answer to the class. Call students attention to the speech bubble in the illustration. Say, Mei says, “I study by making flashcards.” So the answer to number1 is a.
Play the recording for the first time, students only listen. Play the recording a second time, students write in their answers, check the answers with the whole class.
Step Ⅳ 1c
This activity gives students oral practice using the target language, read the instructions to the class. Call students attention to the conversation in the box. Invite a pair of students to read it to the class. Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then look at the other ways of studying in activity 1 and ask your partner how he or she studies for a test.
Ask a few pairs of students to present their conversations to the class.
Step Ⅴ summary
Say, in this class, we’ve learned some key vocabulary words, such as flashcard, cassette. And we’ve also learned the target language How so you study for a test? I study by working with a group.
Step Ⅵ Homework
Ask students to interview students in other classes, family members, and friends to try to discover some new ways of studying that haven’t been introduced in the book or in class.
Step Ⅶ Blackboard design
Unit 1 How do you study for a test?
1.ways of studying:
by working with friends by making flashcards
by reading the textbook by making vocabulary lists
by listening to cassettes by asking the teacher for help
2.target languages
A: How do you study for a test?
B: I study by working with a group.

The second period
Ⅰ. Teaching aims and demands
1. knowledge objects
The key vocabulary:
The target language
2. Ability objects
Train students’ listening skill
Train students’ communicative competence.
3. moral objects
If there is an English club in your school, join it to improve your English.
Ⅱ. teaching key points
1. key vocabulay
What about……?
2. target language
Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
3. structure
verb+ by with gerund
Ⅲ. Teaching difficult points
1. what about…..?
2. verb + by with gerund.
Ⅳ. Teaching methods
1. pairwork
2. teaching by explanation
Ⅴ. Teaching aid
A tape recorder
Ⅵ. Teaching procedures
Step Ⅰ Revision
Check homework, invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.
Step Ⅱ 2a
This activity provides listening practice using the target language.
Point t the picture and ask students to tell what is happening. Explain that the students are members of an English club that meets after school once a week.
Read the instructions and point to the list of five questions. Read the questions to the class or ask different students to do it.
Play the recording the first time. Students only listen. Play the recording a second time. Ask students to check the questions they hear. Then check the answers.
Step Ⅲ 2b
This activity provides listening practice using the target language.
Read the instructions and point to the list of questions in activity 2a an d answers in activity 2b. read the answers or ask different students to do it.
Ask students to listen to both the questions and answers. Write the letter of the correct answer after each question you checked in activity 2a.
Play the recording again. Ask students to write the letters in the blanks. Then check the answers.
Step Ⅳ 2c
Ask two students to read the conversation to the class.
Read the instructions to the class. Each pair of students can make a conversation using information from the earlier activities.
Ask students to work in pairs. Then ask one or two pairs to present their conversations to the class.
Step ⅤGrammer focus
Invite a pair of students to say the questions and answers to the class.
Write three sentences containing by doing on the blackboard.
Ask students to look at the blackboard. Underline the words by listening, by studying and by reading aloud. Say, when you ask how to do something or to tell how you do something, you often use the word “by” followed by an – ing word.
Ask students to practice asking and answering questions using each pair of expressions.
Step Ⅵ summary
In this class, we’ve learned the target language. Have you ever studied with a group? Yes I have. I’ve learned a lot that way. The structure verb + by with gerund.
Step Ⅶ Blackboard design
Unit 1 How do you study for a test?
What about reading aloud to practice pronunciation?
= Do you learn English by reading aloud to practice pronunciation?
A: Have you ever studied with a group?
B: yes, I have. I’ve learned a lot that way.
The third period
Ⅰ.Teaching aims and demands
4. Knowledge objects
(1) Key vocabulary flashcard
(2) Target language
Do you write vocabulary lists?
Oh, yes. I do it often.
2. Ability objects
(1) Train students’ integrating skill.
(2) Train students’ ability of social practice.
3.Moral object
Maybe you find English frustrating sometimes. But do remember not to give it up. As we know, where there is a will, there is a way.
Ⅱ. Teaching key points
Listening, speaking, reading, and writing practice using the target language.
Ⅲ. Teaching difficult points
3. Train students’ integrating skill.
Ⅳ.Teaching methods
Role playing
Ⅴ. Teaching aids
A projector
Ⅵ.Teaching procedures
Step ⅠRevision
Revise the target language presented in previous classes by making up conversations.
check homework. Get several students to read their sentences aloud to the class, then collect the writing and write a comment on each paper before returning them. Show the key words on the screen by a projector.
Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.
Step Ⅱ3a
This activity provides reading and writing practice using the target language. Call attention to the article. Read it to the class or ask a student to read it instead. Point it to the class or ask a student to read it instead. Point to th chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, ok and successful for the students Lillian Li, Wei Ming and Liu Chang. Point out the sample answer, help the students find the information in the reading. Ask a student to read the sentence to the class: When we asked about studying grammar, she said, “ I never study grammar. It’s too boring.” Ask students to read the article again and complete the chart on your own. Then ask students to create a chart like the one in Activity 3a on a sheet of paper. Then have students fill in the chart using information about their own ways of learning English.
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Point out the sample conversation in the box. Ask two students to read it to the class. Review frequency words: always, usually.
Ask students to work in pairs as they talk about how they like to learn English.
Ask a few pairs of students to present their conversations to the class.
Step Ⅳ part 4 Interview
This activity provides reading, writing, listening, and speaking practice using the target language.
Read the instructions to the class.
Point out the sample conversation in the box. Ask two students to read it to the class.
Ask students to complete the work in pairs. Review the task, ask a few students to tell the class about the partners they have interviewed.
Step Ⅴ summary
In this class, we’ve learned some key vocabulary words and the target language, we’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅵ Homework
Finish off the exercises on pages 1-2 of the workbook.
Step Ⅶ Blackboard design
Unit 1 How do you study for a test?
Answers to activity 3a:
Ways of learning English

Not successful
Ok
successful
Lillian Li
Studying grammar
Memorizing the words of pop songs
Reading English magazines
Wei Ming

Watching English movies
Studying grammer
Liu Chang
Having conversations with friends

Joining the English club
A: do you write vocabulary lists?
B: Oh, yes, I do it often.

The forth period
Ⅰ.Teaching aims and demands
5. Knowledge objects
(1) Key vocabulary flashcard
(2) Target language
I don’t have a partner to practice English with.
Maybe you should join an English language club.
2. Ability objects
(1) Train students’ writing skill.
(2) Train students’ ability to understand the target language in spoken conversation.
Train students’ ability to use the target language.
3.Moral object
When you have difficulty in doing something, you must make up your mind to overcome it.
Ⅱ. Teaching key points
The key words and the target language.
Ⅲ. Teaching difficult points
Talk about how to solve the problems students meet with while learning English.
Ⅳ.Teaching methods
Listening method and practice method
Ⅴ. Teaching aids
A projector
Ⅵ.Teaching procedures
Step ⅠRevision
Check the homework.
Brainstorm ways of learning English. Ask how do you study for a test? Collect answers from students.
S1: I study by working with a group.
S2: I study by listening to tapes.
S3: I study by……
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words. Read the instructions to the class. Call students’ attention to the box. Read the list of problems students have when learning English to the class. Show students the meaning of each item.
Ask students to check the things which they find difficult. Write the list on the board. Then read each item to the class and count how many students raise their hands to show they checked it. Write the number for each item on the board. Then discuss which parts of learning English seem to give student s the most trouble.
Step Ⅲ. 1b
This activity provides writing practice using the