1、9A Unit 4 Growing up Period 1 Comic strip s mind whats on your mind? Whats up? Youve been happy since I first met you Dont wake me up until I finish building it. I can read them whenever I want to. As soon as you click the mouse, theres a great deal of information. Teaching procedures: Step1:Lead in
2、 Teacher ask: How old are you? How tall are you? Do you remember your height when you first came to this school? Teacher says: You are growing older and taller, so ,you are growing up. What comes into your mind when talking about “growing up”? Encourage the students to talk about the words or senten
3、ces about ”growing up”? Step2:Presentation Q: Do you feel happy to grow up? Do you want to grow up? Teacher makes a survey and tells the students that it is necessary for us to grow up. So, boys and girls, do you want to know Eddiess thought? Ask the students to listen to the comic strips and answer
4、 the following questions: 1What is on Eddies mind? 2Will Eddie build his house by himself? Ask the students to read the dialogue after the recording and then play the role to read . Pay attention to your pronunciation and intonation. Step3: Presentation Teacher says: Just like what Eddie said，“Growi
5、ng up is hard.” Growing up also means that you learn more about the world. How do you learn about the world? Show them some pictures to encourage the students to say out the full sentences and finish PartA. Simon and Millie are talking about how they like to learn about the world .Lets listen to the
6、 conversation and then tell me your favourite way. Listen to partB. Ask: How does Mille learn about the world? Why? How does Simon learn about the world? Why? Work in pairs to practice the dialogue. Sample conversation : S1:How do you learn about the world? S2:I like to learn about the world from fi
7、lms. S1:Why do you like to learn that way? S2:Because I can see、 Step4:Language points 1on ones mind 2be worried about(doing) 3Growing up is hard. 4You have been happy since I first met you. 5wake sb up 6learn that way 7through the Internet 8as soon as 9a great deal of Step5: Practice in class (See
8、the students self-study-sheet ) Step6:Homework Revise the contents weve learned in this period . Recite the comic strip fluently . Finish exercises in . Pre-learn Reading . Period 2 Reading(1) Teaching aims : After learning this period , the students should be able to understand and recite the key w
9、ords. learn about Webbs growing up. . learn the spirit of not giving up and master some reading skills. Teaching importance : Some key words , phrases &sentences , e.g. score leader name, university, simply, national, succeed, although, force, remain, achievement, matter. try out for, lose heart, ch
10、ange ones mind, take notice of, etc My university would invite him to play basketball simply because he was only 17 0 cm tall. He remained there for about a year before the NBA took notice of him. Teaching procedures: Step1： Lead-in 1. Show the Ss pictures about the basketball match and ask: Many pe
11、ople like basketball What about you? Do you like basketball? Some other questions like this 2. Ask some questions about Yao Ming: and say: Many people like him. What do you think makes a good basketball player? For example: Does a basketball player need to practice a lot? Is it important for basketb
12、all players to have team spirit? Basketball players are always very tall, arent they? Step2：Presentation 1. Show the Ss the picture of Spud Webb and tell them: Today were going to learn about another NBA player. Hes called Spud Webb. 2. Ask：What do you know about Spud Webb? Let them say sth about hi
13、m without looking books, then use PPT to learn new words,&finishB1 on P52 Step3：Skimming .When and where was Spud Webb born? When did he join NBA? Step4：Scanning Read and fill in the table: At first Then Achievements Junior High He was_ to play for the school team. He didnt_. He got the_ and scored
14、_ in his first game. He became the _ of the team. Senior High He had to_because of his height. He got the coach to_. He became_of the team. In his last year, he was named_ in Texas. College/un iversity _ university invited him. He played at_. He got_from North Carolina State University. He led his t
15、eam to_ Step5: Listening Listen to the CD and try to imitate . Pay attention to the pronunciation and intonation .then finish B2 on P52. Step6 Homework Read the article again and again . Review the new words and try to recite them . Finish exercises in . Period3 Reading(2) Teaching aims : After lear
16、ning this period , the students should be able to retell the text. learn and recite the important phrases and sentences. learn about Spud Webb and the spirit of not giving up. Teaching importance : To learn and recite the important phrases and sentences. Teaching procedures: Step1：Revision and lead-
17、in Recall the contents of the articles by doing PartB3 on P53. After checking, read together. Step2：Learning and explanation Difficult points: sentences: 1. While attending Junior high, Spud tried out for the school team, but he was refused to play at first because he was too small. try out for sth.
18、参加的选拔 2. He did not lose heart. 泄气， 灰心 3. and got the coach to change his mind. 使教练改变了主意。 4. Spud went on to become leader of the team. 斯伯德接着成为了球队的队长。 拓展：(1) go on to do sth “接着去做另一件事” eg. After reading the text, the students went on to do some exercises. (2) go on doing sth “继续做同一件事” eg.After a res
19、t, we went on having our lessons. 练一练： Thats all for the text. Now lets go on_(learn) the grammar. 5 There he led his team to the national championship. 在那儿，他带领他的队伍取得了全国 冠军。 Leadto “引导通向” 过去式 led eg. The road will lead you to the seaside. 顺着这条路你就能到海边。 拓展：lead to “通向，导致” eg. His careless driving led
20、to the traffic accident. 6. This brought him to the attention of North Carolina State University. 这使他引起了北卡罗 莱纳州立大学的注意。 bring sb to the attention “引起某人的注意 ” eg. The school nurse is the first one to bring health problem to the attention of parents. 拓展：pay attention to, 其中 to 为介词，后接名词，代词或动名词。 eg. We ha
21、ve paid attention to _(he). They paid attention to_(watch) the scene. 7 As a result, he succeeded in getting a scholarship. 结果，他成功地获得了奖学金。 (1) As a result 连词 “结果” 拓展： as a result of = because of “因为，由于” eg. He was late as a result of the snow. (2) succeed 动词 “成功” 名 succeed in doing sth eg. If you wo
22、rk hard, and you will succeed. 按要求写： succeed-_(名词)_( 形容词)_(副词) 8. He remained there for about a year before the NBA took notice of him. 在 NBA 注意到他 之前，他在那儿带了大约一年的时间。 remain 在这里做连系动词，指某人某物仍处于某种状态。 “仍是；保留；待” Take notice of “注意到。 。 。 ”= notice Step 3: Practice Finish Part B4. Step 5 Homework Revise the
23、contents we have learned and try to retell the article Read the text fluently. Finish exercises in . Pre-learn Grammar . Periods 4-5 Grammar Teaching aims : After learning this period , the students should be able to learn about the adverbial clauses introduced by before, after, when, while, till an
24、d until, as soon as and whenever. learn about the adverbial words. know how to do exercises about adverbial clauses and what they need to pay attention to while doing such exercises . use the object clauses correctly. Teaching importance : Some key words , phrases &sentences against feel tired out,
25、become serious about basketball, take part in Until his dream came true, Spud never gave up. Teaching procedures: Step1:Lead- in 1 .You have been happy since I first met you. 2. Dont wake me up until you finish building it. 3.When he finally got the chance, he scored 2o points in his first game. 4.A
26、fter he graduated , he was forced to play in another basketball league. 5.While （he was） attending junior high, Spud tried out for the school team. 6. I can read books whenever I want to. 7. As soon as I click the mouse, theres a great deal of information. Let the students read the sentences and tra
27、nslate them into Chinese and tell them they are time clausesThe conjunctions are :when,while,since ,until and as soon as.,after, whenever Encourage the students to say out the others .For example,before,till,. Step2:presentation 1.Choose some students to read the sentences in the book and tell them
28、the difference. When 引导的时间状语从句中可使用短暂性动词和延续性动词。 While 引导的时间状语从句中只可以使用延续性动词。 2. Let the students finish the exercises on page 54 and check the answers. 3. Explanations: since 引导的时间状语从句中通常使用一般过去时，而主句一般使用现在 完成时。 till 不能用于句首也不能用于 not、until 中的 until. 4. Let the students finish the exercises on page 55 . 5
29、 Help the students understand the meanings of as soon asandwhenever.,then let the students finish the exercises on page 56. Step 3 Summary 1、 before, after, when, while, till, until, as soon as, whenever 引导的时间状语从句中，如果主 从句都是将来发生的动作，主句用一般将来时，从句用一般现在时。 2、since （自从 ）常与现在完成时连用。 3、while（当时）引导的时间状语从句通常要用进行
30、时。 4、before, after, since, till, until 还可作介词，后接时间名词。 5、当主句和从句的主语是同一个人时还可用：before/ after/ when/ while doing sth. 6、as soon as 引导时间状语，表示 “一就” 7、till 和 until 通常可以互换，但当 “直到”这词用于句首或与 not 连用时只能用 until。 Step4: Practice Finish the exercises on the self-study Step5: Homework Revise the contents weve learned
31、in Grammar . Recite some key words , phrases & sentences mentioned in Grammar . Pre-learn Integrated skills . Period 6 Integrated skills Teaching aims : After learning this period , the students should be able to listen carefully and try to get the details they need to finish some tasks. learn about
32、 the danger of the wars. talk about ones life experience according to time clues talk about the topic about wars Teaching importance : Some key words , phrases &sentences , e.g. record, victory, spirit, German, thought, courage. break out, lose their lives, translate into, die of/from in fear of.etc
33、 Teaching procedures: Step1：Lead in Present some pictures about World War II and teach the new words like symbol and victory etc. Then show a video about World War II and introduce Anne and her diary. Step2:Listening Part A1 1) Go through the table first with the students together , make sure they k
34、now what theyre going to listen to . 2) Play the CD for them to listen and get the information they need ,and finish A1 3）Ask some questions about Part1,after checking the answers. Q1:Who wrote the book The Diary of a Young Girl? 2:When was the book first published? 3:How many languages has the book
35、 been translated into? 4:Why is the book so important? 4).Let the students read partA1 loudly. Step3:Listening Now we will learn more about the writer,Ann Frank.Next,we will listen to PartA2,pay attention to the time mentioned in the recording Check the answers together. Step4:Practice Part A3 Liste
36、n to the recording again and finish partA3 and then read the passage together. Step5: Speak up 1) Listen with questions : .How old was the boy in the book I Am David? What does Simon admire? 2) Listen and answer . 3) Read after the CD loudly . 4）Read and act the dialogue. Step6:Homework Remember the
37、 words,phrases and sentences. Finish exercises in Preview Study skills. Period 7 Study skills Teaching aims : After learning this period , the students should be able to know hoe to guess the meaning of a word by its information. Remember and use the prefixes and suffixes they have learnt. Master th
38、e word-building of the compound words. develop their own reading ability by mastering some reading skills . Teaching procedures: Step1：Revision Recall the Ss the prefixes , suffixes and compound words by doing some exercises.(ppt) Make sure that they remember what prefixes, suffixes and compound wor
39、ds are. Step2: Presentation When we read and come across new words, we can sometimes guess their meanings by the way theyre formedThen let Ss read and guess the meanings of the underlined new words.on P59. After they finish, ask 8 students to tell the answers and give short reasons one by one 1. bes
40、t-seller 2. worldwide compound word (two words come together) 3. wartime 4. imaginary 5. Jewish suffix 6. boredom 7. unhappiness prefix 8. discovery Step 3 Summary 在阅读中，除了根据上下文猜测生词词义外，我们还可以根据一些构词法常识来猜测 生词词义，在平时学习中要留意一些构词法知识，如： 1. -ness, -tion, -ment, -ing, -dom 等通常是一些名词的后缀。 2. -less 是否定后缀，dis-, un-,
41、 in-, im-是否定前缀。 3. -able 是形容词的后缀，-ly 多为副词的后缀。 4. blackboard, hard-working, worldwide 等由两个单词构成的复合词，其意思与两个单词有关。 Step4:Practice Do Exercises1-2 on Page 42in Wb. Step4: :Homework Finish the rest exercises in . Pre-learn Task . Period 8 Task Teaching aims : After learning this period , the students shoul
42、d be able to learn to describe a person and his deed or achievements write a report on the people who influence you most Teaching importance : Some key words , phrases &sentences , e.g. unusual, surprise, research. to ones surprise, in ones fifties, donate blood, medical research You will not find a
43、nything unusual about him until you learn more. Whenever he has some money left, he gives someone in neeed. When I was a little girl, I could not understand why my father always seemed to be kinder to others than to his own family. Teaching procedures: Step1：Presentation & reading In this unit, weve
44、 learnt about Spud Webb,Yao Ming and Anne Frank. Theyve influenced us more or less. Today were going to write about the person who has influenced us most. Mr wu is also introducing a similar article, listen to it carefully and answer the following questions. Q1: Who has influenced the author most? 2
45、: How old is her father? 3: What is her father like? 4: What has her father done since 1990? 5: What surprised the author? 6: What does the author realize now? Ask the students to read the article and encourage them to ask more questions. Step2:Language points. 1 in ones fifties 在某人五十多岁的时候 Eg: Helen
46、 went abroad for further study in her twenties. 海伦二十多岁的时候，就出国深造了。 (1)表示整十的数词后加 s 变成复数，用在 “in ones数词复数 ”短语中，表示“在某人 几十岁的时候”。 (2)表示整十的数词后加 s 变成复数，也可以用在 “in the数词复数”短语中，表示“在 某个年代”。如： in the nineties 在九十年代。 2. death n. 死，死亡 辨析 die, dead, dying 与 death (1)die 为非延续性动词，强调“死”的瞬间动作，不能和表示一段时间的时间状语连用。 His grand
47、pa died at the age of 80. 他爷爷是八十岁去世的。 (2)dead 是形容词，作表语或定语，强调的是“死”的状态，意为“死的，无生命的”。 He has been dead for two years. 他死了两年了。 (3)dying 是 die 的现在分词，也可作形容词，意为“ 将要死的”，常用作定语或表语。 Dr Wang is trying his best to save the dying man. 王医生正在尽力抢救那个快要死的人。 (4)death 是 die 的名词形式。 His little dogs death made him sad. 他的小狗
48、的死使他伤心。 4 To my surprise, he has decided to donate his body for medical research after his death. 让我惊讶的是，他已决定死后捐献遗体供医学研究。 to ones surprise 意为“ 令某人惊讶的是 ”，一般用在句子的开头作状语。 To my surprise, he arrived there on time. 令我惊讶的是，他居然准时到达了。 Step3:Writing Ask Ss to write according to the notes on P112课课练 Step4:Choose an excellent composition to show the students. Step5:Homework Finish the rest exercises in . Finish writing their composition.
