九年级英语上册unit10教案

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    2. Help the students understand the three articles.
    3. Guide the students to write stories happened on April Fool's Day.
    Ⅲ. Teaching Difficult Points
    1. Help the students understand the three articles.
    2. Help the students write the stories happened on April Fool's Day.
    Ⅳ. Teaching Methods
    1. Reading method.
    2. Write a passage using the notes.
    3. Tell jokes.
    Ⅴ. Teaching Aids
    A project and a tape recorder.
    Ⅵ. Teaching Procedures
    Step I Revision
    1. Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.
    2. Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.
    Step Ⅱ 3a
    This activity provides reading practice using the target language.
    Show the new words and expressions on the screen by a projector.Call the students' attention to the screen. Point to the words on the screen one by one. And Teach the students to read the words several times. Make sure that the students can read each word correctly.
    Read the instructions to the students.
    You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.
    Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.
    After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability the first article.  Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.
    Step Ⅲ 3b
    This activity provides reading and writing practice using the target language. Read the instructions to the class. Play the recording again to help the students. Ask three different students to read the notes to the class. Help the students make sentences with the notes first.
    Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes. Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line.
    After making sentences, ask the students to write a magazine story about Nick in
    Activities 2a and 2b, using the notes below. As they write, move around the room offering help and answering questions as needed.
    After around ten minutes, ask a student to read the completed article to the class.
    The rest of the class help correct the mistakes the student may have made. Get them to check each' other's writing carefully in pairs.
    Step Ⅳ 3c
    This activity provides writing practice using the target language. Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.
    Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.Write a sample list on the blackboard
    Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model.
    After they start to write, move around the room providing help as needed.
    Ask some students to read their articles to the class. Correct as many of the articles as possible in class.
    Step Ⅴ 4
    This activity provides reading, speaking and listening practice using the target language.
    Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.
    Have the class have a look at the sample conversation in the box before reading.
    Ask a pair of the students to read it to the class.
    SA: What's your joke?
    SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strange said hello to me.
    Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.
    Step Ⅵ Summary
    In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke.
    However, we've done much reading, writing and speaking practice.
    Step Ⅶ Homework
    1. Read the three articles aloud after class.
    2. Correct the magazine story and the joke you have written.
    3. Try to remember the new vocabulary.
    Step Ⅷ Blackboard Design
    The Sixth Period
    Ⅰ. Teaching Aims and Demands
    1. Knowledge Objects
    (1) Verbs
    rush, realize, invite, show up, stay up.
    (2) Write an article according to the pictures given.
    (3) Vocabulary
    homework, look, costume, empty
    2. Ability Objects
    (1)Train the students to use these verbs correctly:
    rush, realize, invite, show up, stay up.
    (2)Train the students' writing skill.
    3. Moral Objects
    Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.

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