九年级下册教案
Lesson 1: Poetry, Please
Teaching Content:
Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shut Oral words and expressions: poetry, description, continue, beyond Teaching Aims:
Learn about the poems in foreign countries. 1.
2. Know the differences between Chinese and foreign poetry. Teaching Important Points:
1. How to make suggestions. 2. The grammar: infinitives. 3. Some words and expressions: learn/know …by heart
Teaching Difficult Points:
The grammar: infinitives Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Come to “THINK AOBUT IT”.
Let the students talk about the questions in groups.
1. Have you written a poem in Chinese? Is it hard? Why?
2. What kinds of poetry do you like best?
After a while, let the students in each group present their ideas to the class in front of the class.
Step2. Listen to the tape and find the answers to the questions: 1. Have Brian finished his poem? 2. What’s Danny’s poem about?
Step3.Reading task:
1. Read the text and underline the new words in this lesson. Present the meanings of the words with the help of the media computer. We can use our body language if necessary.
2. Tell the main idea of this lesson.
Step4. Read the text again and decide the statements are true or false. 1. Jenny wrote a Chinese poem. 2. Brian wrote a poem about nature. 3. Danny learned his poem by heart.
Step5. Deal with the language points.
How to make a suggestion:
Maybe you could write a description of your favourite place. The infinitives:
I haven’t decided what to write about. Would you like to hear my poem? Do you really want to hear? I don’t need to read it.
Let the students sum the use of infinitives of this lesson. Then encourage them to make more sentences with the grammar.
Step5. Activities
1. Divide the class into several groups. Then let them translate a Chinese poem written by Li Bai or other famous poets.
Then compare the translations of the groups. Let’s see which is the best.
2. Each group writes an English poem about the familiar things around us. Then let them change the poems in groups.
They may give their own advice to the poems written by others. Step6. Describe the picture in English.
Ask the students work in their formal groups. Then let them read their poems in class loudly.
Step7.Come to “LET’S DO IT”.
Work with a partner. Let the students talk about the question: which do you think is more difficult to understand, English
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poetry or Chinese poetry?
All of the students have seen much Chinese poetry, but few of them have seen English poetry. So present the students
several English poems. Let them discuss the mean ideas of the poems. Then let them finish the task. Step8. Homework
1. Finish off the activity book.
2. Get more information about the English poetry after class.
Summary:
The students more little of the English, so that the teacher provides them more information about the English poetry is
very necessary. We can use the Internet to help us. The teacher should stimulate the students’ interests about the English
poetry. The students can have more time to search more information on the Internet after class.
Lesson2: Poems About Nature
Teaching Content:
Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisy Oral words and expressions: swiftly, tiny, warmth, scene, related, topic Teaching Aims:
Cultivate the students’ guessing ability of the whole text. 1.
2. Enjoy the charming of the English poetry.
3. Compare the differences between the English and Chinese poetry.
Teaching Important Points:
Learn the English poetry about nature by hearty. Know how to write an English poem. Teaching Difficult Points:
Use what we learn to write an English poem.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:
Step1. Come to “THINK ABOUT IT”.
Divide the class into several groups. Talk about the next questions: Have you read any poems in English? Which one do you like best? Why? What should you do first if you want to write a poem about winter?
Choose several best poems and let the students read them in front of the class. Show some pictures of winter to the
students. Help them to find more words to describe winter.
Step2. Listen to the tape and fill in the blanks.
1. Does the poem make you think of _______?
2. You can write a poem about _______, too.
3. Before you start writing your poetry, think about your _______.
Step3. Read the text and find the new words.
1. Let the students guess the meanings of the new words.
Most of the new words are related nature. So present some pictures to the students to help them understand the new words.
2. Ask some students to tell the main idea of this text.
Step4. Do with the language points.
Make sentences with the new words we learn in this text.
Ask if someone can tell a story with the words we learn today. Encourage them to stand in front of the class and tell his
story to us.
Step5. Reading task
Encourage the students to ask questions about this text.
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Finish the task in groups. Let the students design questions and exchange them in groups. They can ask questions like this: 1. What are your ideas for a nature poem?
2. What can you do to describe about something?
Step6. Activities.
Work in groups.
Write a poem about the two pictures. Finish a poem. Then each student in the group correct it before reading it to the class.
Step7. Come to “LET’S DO IT!”
The task is similar to the step6. Finish it in class. Try to write a poem about one of the seasons. The teacher shows some pictures about the seasons to the students.
Step8. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
It is fun and interesting to write a poem in English. The teacher tries to write a poem and presents it to the class. Let the students correct it if they have any good ideas. Some students are interested in English, and they are also interested in poems. So give them more chances to create their minds.
Lesson3: Say It in Three
Teaching Content:
Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feeling
Oral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverb
Teaching Aims:
1. Cultivate the students’ reading comprehension.
2. Know more about the foreign culture.
3. Compare the differences between the Chinese and Japanese poems.
Teaching Important Points:
1. Learn about an old style of Japanese poem: Haiku.
2. Know some styles of poems: Haiku, Nature Poem and Limerick.
Teaching Difficult Points:
The old form of Japanese poetry: Haiku. Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson
Teaching Procedure:
step1. Show pictures of Japanese poets and poems. Then introduce Haiku to the students. The teacher can find some music to match the poem.
Step2. Listen to the tape and fill in the blanks.
Usually Haikus are about _______. Haiku always has ______ lines.
The first line of a Haiku has _______ syllables.
Check the answers in class in oral.
Step3. Read the text and guess the meanings of the new words.
Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them. If the students bring some pictures about nature to the class, let them show them in front of the class. Step4. Read the text and find the answers to the questions:
Do Haikus tell a story? What’s a syllable?
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Step5. Come to “PROJECT”.
1. Divide the class into groups to finish the task.
2. Finish the three poems in the text. Use the sentence: I need a ______. Let the others give the answers, one student
write the words down.
3. After finishing the poems, read it to the class. All the groups have different poems. Do they sound funny? 4. Decide a subject by each group. Then make a pattern according to the subject. Then finish the poem as the models in
the text.
Read the poem to the class. 5.
Step6. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
Some students may think the foreign poems are funny and easy. The teacher may also think so. It is possible for the students to create poems like those we have learned in the class. Give them more chances to create their minds. The teacher can try some poems, too. The class and the teacher can find much fun in learning foreign poems.
Lesson 4: The Wish
Teaching Content:
Mastery words and expressions: wish, in the middle of, stone, friendship, recite
Teaching Aims:
Learn how to sing foreign songs. 1.
2. Know more about the foreign culture.
3. Learn about the styles of all kinds of poems in other countries.
Teaching Important Points:
1. Master the main idea of the song.
2. Grasp the use of “without”.
3. Make a similar song like this.
Teaching Difficult Points:
The use of “without”. Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape for several times. At the same time, ask the students to sing after it. Test how long they grasp the rhythm of the song.
Step2. Read the song as a poem. Let the students read the poem as a lyric line by line. Step3. Make a poem like this.
Divide the class into several groups. Make the similar this. Every group makes a poem. Then present it to the class. If the others have other better ideas, they can give their advice.
Step4. Do with the language points.
Make sentences with the important phrases: in the middle, without.
S1: Danny sits in the middle of the classroom.
S2: There is a stone in the middle of the road.
S3: Fish can’t live without water.
S4: We can’t finish the work without your help.
Step5. Come to “PROJECT”.
Finish the task in groups.
1. Everyone in the group chooses one pattern of these poems and writes one by yourself.
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2. After writing the poem, show it to the others in the group. 3. Each exams the others’ poems and gives his advice.
4. After examine all of their poems, change them with the other group. Give their reasonable advice.
5. The teacher gives them chances to express themselves. Step6. Homework.
1. Finish off the exercises in the activity book.
2. Go on the next reading in the student book.
Summary:
The students are familiar to the Chinese poetry, but the foreign ones are hard for them. When the students practice, the
teacher should give them a hand if necessary. It is a challenge for the Chinese students to write foreign poems. Encourage
them more in order to stimulate their interests of learning English.
Lesson 5: That’s a Funny Limerick!
Teaching Content:
Mastery words and expressions: both…and…
Oral words and expressions: blank, motion
Teaching Aims:
Cultivate the students’ ability of learning by themselves. 1.
2. Master one of the patterns of foreign poems.
Compare the differences between the Chinese and foreign poetry. 3.
Teaching Important Points:
1. Know more about the limerick.
2. Learn more words about describing weight, size, feeling and age. Teaching Difficult Points:
Know how to write a limerick. Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure:
Step1. Come to “THINK ABOUT IT”.
Let the students answer the questions in class in oral. 1. Ask several students to say funny sayings in English. If they can’t express themselves in English, they can say them in
Chinese.
2. Let some students tell jokes. Encourage them to tell jokes in English. Step2. Listen to the tape and fill in the blanks.
1._______ and _______ help Jenny fill in the blanks in her limerick. 2. They choose _______ to describe the weight.
Step3. Read and get the main idea of the text.
1. Let the students scan the text. Then tell the main idea of the text. 2. Find the new words and guess their meanings according to the text. Step4. Do with some language points.
Either…or…, both…and…
Let some students make sentences with the help of the pictures. S1: He eats either apples or oranges.
S2: Either he or I am good at dancing.
S3: Both his teachers and his parents love him.
S4: Susan loves both reading and listening.
Step5. Come to “LET’S DO IT”.
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Limerick is a kind of poem that has a pattern. Study the “Limerick”. Get the results.
1. There are five lines in the limerick.
2. From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.
Look in the library or search on the Internet to find some information about limericks. Show them to the class and let them
find the patterns of “limerick”.
3. Let different groups act the dialogue out in front of the class. Step6. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
Limerick is fun. It’s interesting for the students. The students may like to practice it very much. Everyone writes a
limerick. The class will be full of laughter. Ask the students to begin the similar dialogue in class to practice the limerick.
Lesson 6: Say It in Five Teaching Content:
Mastery words and expressions: create, single, thought Oral words and expressions: fur, stretch, hum, adjective Teaching Aims:
1. Improve the students’ listening and reading abilities.
2. Know more about the foreign poetry.
3. Learn the American five-line poems.
Teaching Important Points:
1. Grasp the pattern of the five-line poem.
2. Use the pattern to describe something.
Teaching Difficult Points:
Use the pattern to describe something.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson
Teaching Procedure:
Step1. Come to “THINK ABOUT IT”.
We all know Chinese poetry has different kinds of patterns. Let the students give some examples.
Step2. Listen to the tape and answer the following questions: Who created the five-line poem? How many poems does the text show us?
Finish the listening part in class in oral.
Step3. Reading task:
Read and tell the main idea of the text. This is a game to practice the students’ memories. It can improve the students’ summary abilities.
Step4. Read and decide the statements are true or false. 1. Today we learn a pattern of French poetry.
2. The second line has three words.
3. The topic of the poem is a noun.
Finish the questions in class in oral.
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Step5.Activity:
Show some pictures to the students. Let them the favourite one to describe. They can work in pairs. Then show their poems to the class.
It’s easy to finish the task, but it is hard to do it well.
Step6.Come to “LET’S DO IT”.
Work in groups of three or four students.
1. Say the differences between a Haiku and a five-line poem. Say about their different forms and different patterns. A haiku is just a description of a scene. It is simply what is happening in this place, at this moment. Five-line poem has five lines. It is always about a single topic. Each line has a set number of words. The first line has one
word. The second line has two words. The third, or middle, line has three words. The fourth line has four words. The last line has one word.
2. Finish the task in groups. Choose one topic as they like. Then exchange the poems among the groups. Step7.Homework
1. Finish off the exercises in activity book.
2. Ask the students to find more topics after class.
Summary:
We learn different kinds of foreign poetry. They are limericks, five-line poems and Haiku. The students may think they are very interesting. Some students have surprising poems that you didn’t think of. Give them more chances to practice so that
they can create their minds.
Lesson 7: Trading Poems
Teaching Content:
Mastery words and expressions: awake, riddle
Oral words and expressions: avenue
Teaching Aims:
1. Know more about the foreign culture.
2. Create the student’s cooperation ability.
Teaching Important Points:
1. Master the written style, letter.
2. Learn the differences between Chinese and foreign poetry.
Teaching Difficult Points:
Write a letter with what we learn in this unit. Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson
Teaching Procedure:
Step1. Show the type of the letter. Let the students sum how to write a letter. Pay attention to the written style of the envelope.
Step2. Listening task
Listen to the tape and fill in the blanks.
1. _______ is a beautiful way to express thoughts and feelings.
2. Danny’s teacher says Danny’s always saying _______ things.
Let the students listen to the tape and finish the listening task in class in oral. Step3. Read the text and answer the following questions:
Does Danny think it is hard to write a poem? Did Li Ming write back to Danny?
Ask the students scan the text and answer the questions.
Step4. Practice
Write a letter to your friends about what we learn in this unit. The teacher encourages them to write a poem to their friend,
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too. It’s hard, so they can choose any topic that they like. They only write for friends. We don’t need to demand too much.
Step5. Come to “LET’S DO IT”.
Finish the task in groups of three or four students. In a small group, write a poem like the one in Li Ming’s postcard.
1. First, choose a word your group like. They can choose any word that they like. Because the task is to begin a poem
with the letters in this word, everyone can write a word on a piece of paper. Then they can choose one from these. 2. Use each letter in this word to begin a line of our poem. Everyone in the group can write different poem according to
the word. Then they can exchange their poems and give advice to each other.
Make a poster to display your poems on the wall. It takes some time to design the poster. 3.
4. Which one do you think is the best? Give your reasons.
Let the students choose the best poem that they like best and give their reasons in front of the class. Step6. Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary:
The last poem that we learn in Li Ming’s postcard is very interesting. It is really like a riddle. Sum what we learn and write a poem like that. Encourage all of the students to write a poem by himself. Remember to make the poster. It is a souvenir of this unit.
Lesson8: Unit Review
Teaching Content:
Mastery words and expressions from Lesson1 to Lesson7.
Oral words and expressions from Lesson1 to Lesson7.
Teaching Aims:
1. Improve the students’ ability of using what we learn in this unit.
2. Stimulate the students’ mind of learning about Chinese and foreign poetry.
3. Know the differences between Chinese and foreign poetry.
Teaching Important Points:
1. Making suggestions.
2. Master the use of infinitives.
Teaching Difficult Points:
The use of infinitives. Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson
Teaching Procedure:
Step1. Listen to some beautiful poems in Chinese or in English. Music usually creates atmosphere for the students. If anyone can recite some English poems, the teacher can give them chances to recite in front of the class. Step2. Do the exercises in Lesson8. At the same time, the teacher walks in the classroom and see if they have any trouble to solve.
Step3. Let the students write some difficulties on the blackboard. Then let’s try to solve them together.
The most important grammar is the infinitive. For example:
I haven’t decided what to write.
Li Ming has something important to do, so he can’t come to your party.
My wish is to go to space.
It’s not easy to walk against a strong wind.
Step4. Practice the spoken English.
Make a similar dialogue according to the Speaking the Language part. It’s how to make suggestions.
Ask the students work in pairs to make up dialogues like this. Then present it in front of the class.
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Step5. Play “Story Game’.
Work in groups to finish the task. When the students play the game, the teacher walks around the classroom and see if any group needs help.
At last, ask each group presents their stories to the others in front of the class. Whose story is the funniest? Step6. Homework
1. Finish the exercises in activity book.
2. Preview the next lesson.
Summary:
Poetry is an important part of culture. So it is useful to learn it well. This unit gives us opportunities to practice. Making
suggestions is important, too. So let the students make dialogues to practice it. The teacher should pay attention to the infinitives in this unit. We should practice more in this class.
Lesson 9: What’s a “Horkey”?
Teaching Content:
Mastery words and expressions: helpful, at the same time
Oral words and expressions: DNA, combine, juicy, mule, donkey
Teaching Aims:
1. Know more about cloning.
2. How to combine two different things.
Teaching Important Points:
1. Talk about the ability and inability.
The use of coordinating conjunctions. 2.
3. Combine two different things.
Teaching Difficult Points:
Talk about the ability and inability. Teaching Preparation: pictures
Teaching Aids: flashcards, audiotape, pictures Type of lesson: new lesson
Teaching Procedure:
Step1. Lead in the class by showing some pictures about combining to the students. They may be about different things, such as food, fruit, animals and other things.
Step2. Listen to the tape and answer the following questions:
1. Can Danny combine a donut and a pizza?
2. Who wants to combine a cow and a chick?
Let the students answer the questions with the help of the pictures. Finish the task in oral in class. Step3. Read the text and fill in the blanks with the correct words.
1. We can combine two different ______ or two different ______.
2. Brian would combine ______ and ______.
Look through the whole text quickly and answer the questions in class in oral.
Step4. Encourage the students find the new words in this lesson. Give more examples and let the students understand more about the words.
I would combine a donut and a pizza.
Then I could have breakfast and lunch together.
Then I would have little, juicy bananas.
Do you know what a mule is?
It has a horse as mother and a donkey as a father.
Step5. Read the text again and encourage them to find more questions about the text. One student stands up and asks a question. The others who want to answer can stand up and answer it as quickly as he can. For example:
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1. What would you combine?
2. What about combining a duck and a deer?
3. Can we combine apples and bananas?
Step6. Come to “PROJECT”.
Finish the task in groups of three or four students.
Think about something that is combined by two different things. Each of the group writes his answer down and shows it to
others. Then choose the most meaningful one to study.
What will your group combine? What if you combine the two things? What can it do for us? What’s its advantage?
Talk about the questions above, then sum their ideas.
Give a report in front of the class. Demonstrate your ideas. Describe the thing that you combine in detail. Describe its
advantages and disadvantages.
Step7.Homework
1. Finish off the exercises in activity book.
2. Go on the next reading in the student book.
Summary
In this lesson, we learn to combine two different things together. In order to get new living things, we must make full use
of our imagination. What can the things that we combine are used for? It is important for us to discuss. During the
discussion, we practice our spoken English.
Lesson 10: What is DNA?
Teaching Content:
but also Mastery words and expressions: generally, twin, clone, not only…
Oral words and expressions: blueprint, identical, egg, identify Teaching Aims:
1. Know how to write a passage on science.
2. Learn something about DNA.
3. Know more about our body.
Teaching Important Point:
1. Master the words and expressions of this lesson.
2. The ability and inability.
3. The use of coordinating conjunctions.
Teaching Difficult Point:
The use of DNA.
Teaching Preparation: pictures
Teaching Aids: flashcards, audiotape, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1.Lead in the text by discussing what DNA is. Divide the class into several groups. Then talk about the subject for
several minutes. Then one of the groups presents their opinions in front of the class. Step2. Listening task:
Listen to the tape and fill in the blanks with the correct words you hear. 1. Generally speaking, a ______ is a drawing.
2. ______ for identical twins, each living thing has its own unique DNA. Play the tape once. Then let the students try to finish the task in class in oral. Step3. Reading task:
Read the text quickly and answer the following questions:
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