九年级英语上册unit10教案

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    3. Check the students' homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.
    4. Dictate the following words:
    clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give
    away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
    Step Ⅱ 1a
    This activity introduces new vocabulary which can be used to narrate past events.
    First write by the time on the blackboard. and tell the class the meaning of it.
    "by the time" means not later than, before, as soon as, or when the indicated comes. When we use the words. "By the time…, "we are talking about two different things that happened in the past. Say this sentence to the class: By the time the teacher came in, the students had begun reading English.
    Tell them to note the struture "had begun" in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time…, talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs' participles one by one.
    Play a game to help the students understand the sentences with the words By the time…Do it like this:
    Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns. the class will make statements starting with By the time…
    Write By the time I came back…on the blackboard.
    Say to the class, By the time I came in. what had happened?
    Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard.
    Then get more students to answer differently, such as,
    By the lime the teacher came in, we had discussed an English problem.
    By the time the teacher came in, I had drawn a picture.
    Write these sentences on the blackboard, and teach the students to read several times.
    Read the instructions to the students and read these questions to the class as well.
    What do you usually do in, the morning before school? Do you like morning?
    Why or why not?
    Choose one good student to answer them by saying something he or she usually does in the morning.
    He or she may answer like this,
    I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh, or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don't like mornings because I am always too busy.
    Then have the whole class practice in pairs. Ask each other the questions.
    After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.
    Call the students' attention to the pictures in Activity la. Ask students to tell what they see.
    Say, Any sentences which make sense are accepted to describe the pictures.
    Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.
    After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:
    Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left.
    She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.
    Step Ⅲ 1b
    This activity gives students practice in understanding the target language in spoken conversation.
    Ask the students to read the instructions together. Have them look at the two columns, A and B ,in the chart. Point out the sample answer. Read the two parts of the sentence.
    Then go over the other unconnected parts of sentences, too.
    You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.
    I guess most of the children can get the correct sentences by guessing. So just let them guess. Don't tell them whether their answers are right or wrong.
    OK, just keep your answers by guessing.
    Let's decide if they are right by listening to the tape now.
    Play the recording for the first time.
    Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers.
    Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.
    Step Ⅳ 1c
    This practice provides guided oral practice using the target language.
    First play the recording in Activity 1b
    again and let the students read after it. Do it at least twice.
    Then read the instructions together with the whole class.
    You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity la to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begirt
    SA: What happened?
    SB: I overslept. And by the time I got up, my brother had already gotten in the shower.
    Write the conversation on the blackboard.
    Have the students work in pairs. Move around the room offering language support as needed.
    After they all finish talking, ask some pairs to say their conversations to the class.

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