英语人教版新目标九年级第四单元辅导讲义
人教版新目标九年级全册英语 Unit 4 知识点总结复习提纲
人教版新目标九年级全册英语Unit 4 知识点总结复习提纲Unit 4 I used to be afraid of the dark.【重点短语】Section Ahave straight hair / curly hair 留着直发 / 卷发be silent in class 在课堂上保持沉默be interested in ... 对……感兴趣on a basketball team 在篮球队from time to time 时常；有时turn red 变红get good scores on the exams 在考试中取得好成绩wear glasses 戴着眼镜take up singing 开始唱歌deal with her shyness 克服她的羞怯dare to do sth. 敢做某事not ... anymore 不再……in front of crowds 在众人面前all the time 频繁；反复get tons of attention 被众人所关注；吸引无数目光worry about ... / be worried about ...担心……；担忧……be careful about ... 对……小心private time 私人时间hang out with friends 和朋友们闲逛give up your normal life 放弃你正常的生活the road to success 成功之路fight on 奋力坚持下去；继续战斗require a lot of talent and hard work 需要很大的天赋和勤奋make it to the top 成功；出人头地give a speech 发表演讲in public 公开地；在别人面前Section Bbe nervous about tests 考试紧张do well in school 在学校表现好cause problems 制造麻烦move to the city 搬到城市look for jobs 找工作take care of sb. 照顾某人miss his parents 想念他的父母feel lonely and unhappy 感到孤独和不开心influence his schoolwork 影响他的学业be absent from classes 缺课；缺勤fail his examinations 他的考试不及格make the decision to do sth. 决定做某事make friends 交朋友leave the school 离开学校advise sb. to do sth. 建议某人做某事in person 亲身；亲自take a 24-hour train ride 乘坐24个小时的火车even though 即使；虽然think of sb. 想起某人take pride in / be proud of 为……骄傲；为……感到自豪become active in many other activities 在许多别的活动中变得积极have a long talk 长谈send sb. to a boarding school 将某人送到一所寄宿学校【考点详解】1. used to do sth. 过去常常做某事(这个知识点考的很多，大家要注意这个短语的意思，还要记着used后面用的是不定式to do)如：He used to play football after school.放学后他过去常常踢足球。
英语人教版新目标九年级第四单元辅导讲义
人教版新目的unit4辅导讲义Individual Teaching Design for EnglishA. walk; tellingB. entering; to speakC. enter; to tellD. walking; talking【解析】: 19-year-old adj.十九岁的作定语用(复合形容词)注意：复合形容词的特点：⑴各词之间有连字符号⑵名词用单数1. a 19 -year- old boy 19岁的男孩2. nineteen- year -olds 19 岁的人3. nineteen years old 19岁—Up to now the Chinese Communist Party〔中国共产党〕has nearly history.—Yes, it was founded ______ July 23rd, 1921.A. 90 years; atB. 90-year; inC. 90-years; ofD. 90-year; on7.Candy told me that she used to be really shy and took up singing to deal with her shyness.并且从事演唱来解决她的害羞问题。
【解析1】：take up 开场做.../占据. take up doing sth 开场做某事短语：take off _______ _________ take care of _________ take pride in ___________take out ____________ take away ______________ take over______________练习：When you are swimming, ________ your ears. You can use earplugs(耳塞) to stop water getting into your ears.A. take afterB. take part inC. take offD. take care of--- Do you want to eat here? --- No. Just fish and chips to ______, please. ( )A. get awayB. take awayC. send awayD. throw away8. As she got better, she dared to sing in front of her class, and then for the whole school.随着情况的好转，她敢在全班面前唱歌了，后来敢为全校的人唱歌。
人教版九年级英语Unit 4四单元讲义(教师版)
Unit4 I used to be afraid of the dark.学习目标1. 能够掌握本单元重点单词和句型的用法；2. 能够掌握used to的相关用法；3. 能够灵活运用已学内容介绍身边的人或事物的今昔变化；学习地图课中讲解一、词汇知识讲解1.humorous adj. 幽默的humor n. 幽默a sense of humor 幽默感【拓展】形容词后缀-ous：serious/dangerous/delicious/famous/nervous2.silent adj. 沉默的be / keep silent 保持沉默silently adv. 沉默地silence n. 沉默in silence 沉默= silently【拓展】3.help v. 帮助help sb.(to) do sth. 帮助某人做某事help sb. with sth. 在某方面帮助某人help sb. outn. 帮助with one’s help= with the help of sb. 在某人的帮助下e.g. With the help of his mom, we successfully made a birthday cake for the first time.在他妈妈的帮助下，我们第一次成功地做了一个生日蛋糕。
helpful adj.有帮助的— helpless adj.没有帮助的can’t help doing 情不自禁做某事【拓展】形容词-ful / -less后缀：useful – useless; meaningful – meaningless; careful – careless; hopeful – hopeless; harmful – harmless;4.from time to time 时常；有时= at times = sometimese.g. After sitting for a long time, you should clap your hands and move your arms and legs from time to time.久坐之后，你应该时不时地拍拍手，活动活动你的手和胳膊。
人教新目标九年级英语 Unit4 单元目标解读
人教新目标九年级英语 Unit4 单元目标解读Unit4 单元目标解读【单元名称】新目标人教版九年级上册Unit4 I used to be afraid of the dark【单元话题】我们发生了怎样的变化（How we have changed）。
【教材内容】教材以“我们发生了怎么样的变化”为话题，谈论“过去经常有的习惯”为交际功能，重点在语境中学习和运用目标语言used to。
一、词汇和常用表达1. 通过课前自主预习和图片观察，能够认读和使用下列词汇和相关话题的常用表达。
（1）能正确使用下列词汇（Curriculum words）humorous, silent, helpful, score, background, interview, Asian, dare, ton, private,guard, require, European, African, British, speech, public, ant, seldom, influence,absent, fail, examination, proud, be proud of, absent, exactly, pride, proud, general,introduction（2）能正确使用下列常用表达（Useful expressions）f rom time to time, deal with, in public, in person, take pride in, be proud of.（3）能认读下列词汇（Non-curriculum words）shyness, crowd, insect, boarding school.2.通过使用描写外貌、个性和好恶等核心词汇与过去经常有的习惯的动词短语搭配学习，学生能谈论过去经常有的习惯。
（1）描写外貌、个性和好恶等核心词汇：①外貌：tall, short, fat, thin, medium height/build, young, old, straight hair, curly hair, long hair, short hair, glasses.②个性：humorous, silent, helpful, outgoing, serious, funny, smart, friendly, shy, unfriendly , hard-working, quiet, active, brave.③好恶：be afraid of, like, love, hate, worry about, be nervous about.（2）描述过去经常有的习惯的动词短语：used to（3）谈论过去经常有的习惯：① A: Did Mario use to be short?B: Yes, he did.. He used to be really short.A: What’ he like now?better,she dared to singing in front of her class,and then for the whole school.Now she’s not shy anymore and loves singing in front of crowds.并有领悟人生的转折和把握命运的方法，如：You have to be prepared to give up your normal life.You can imagine how difficult the road to success is .Many times I thought about giving up ,but I fought on .You really require a lot of talent and hard work to succeed .Only a very number of people make it to the top.四、文化意识6.了解美国教师如何教育问题学生。
人教版九年级英语Unit4知识点梳理及语法讲义(学生版)
强调动作正在进行
see sb do sth
强调看见动作发生的全过程或经常看到动作发生
【语境串记】I often see Li Ming play basketball with his friends on the playground, but I saw him running alone when I passed by just now.
6.（n/v）影响7.（adj）总的；普遍的（n）将军
8.（v/n）得分；进球 9.（v）采访；面试（n）面试；访谈
(二) 词汇变形小结：
1. humorous(adj.有幽默感的) —(n.幽默)
2. silent(adj.沉默的) —(n. 沉默)
3. help(n/v.帮助) —(adj. 有帮助的)—(adj. 没有帮助的)
5.You didn't finish your work,?
6.Professor Tu Youyou never stops doing research on Chinese medicine,?
A. is she B.does she C.isn’t she D.doesn’t she
7.—Steven had nothing for breakfast this morning,?
（2）当句式是“前否后肯”的结构时，翻译要以事实为依据，yes翻译为“不是”，no翻译为“是的”
►—Sheisa student,isn’tshe? 她是一个学生，不是吗？
—Yes, she is.是的，她是/No, she isn’t.不，她不是
►—Jimdidn’te to school yesterday,didhe?
Unit4讲义 人教版英语九年级全册
Unit4 I used to be afraid of the dark.1.What’s he like now?结构: What’s +sb./sth.+like? 某人/某物什么样？表示某人/某物什么样的句型:人:①What’s+人+like? 询问性格/外貌②What does/do +人+look like? 询问外貌③How+be +人? 询问身体状况物: ①What’s +物+like?②What does/do +物+look like?③How+be+物?以上都是询问属性、形状、大小或质量等Eg:-What’s your new bike like?=How’s your new bike?-Very good.2.This party is such a great idea!Such (adj)那么的;这样的辨析: such与soSuch是形容词,修饰名词/名词短语①such+a(n)+(形容词+)单数可数名词Eg: such a (good) holiday②(形容词+)复数可数名词Eg: such (beautiful) girls③(形容词+)不可数名词Eg: such (delicious) foodSo是副词,修饰形容词/副词Eg: so careful so carefully注意: 当名词前有many,much,few,little 等词修饰时,只能用so,不能用such.Eg: She will have so much housework to do tomorrow Such+a(n)+adj+可数名词单数=so+adj+a(n)+可数名词单数Eg：It is so interesting a book that I like it very much. It is such an interesting book that I like it very much.3.As she got better,she dared to sing in front of her class,and then for the whole school.dare (实义动词) 敢于;胆敢(可以有词形变化) Eg: I wonder how he dares to say such things.dare(情态动词) 敢(通常用于疑问句/否定句及if/whether之后,一般不用于肯定句)Eg：Dare you tell her the truth？I don’t know whether he dare try.“I dare say”习惯说法(用于肯定句) 所表示的是一种不确定的语气,常译为:很可能、大概、我想等Eg: I dare say you are right. 我想你是正确的4.Now she’s not shy anymore and loves singing in front of crowds.Not...anymore=not...any more 相当于no more(一般指行为/动作不再出现)辨析: not...any more 与not...any longernot...any more 相当于no more,表示数量和程度上的“不再”,通常修饰非延续性动词,一般指今后“不再”,故多用于将来时Eg: He will not go there any more.He will no more go there.not...any longer 相当于no longer 指时间上/距离上的“不再延长”,通常修饰延续性动词,多指现在的情况与过去相比,故常用于现在时态Eg: You can’t stay here any longer.You can no longer stay here.5.You really require a lot of talent and hard work to succeed.require (v) 需要;需求requirement (n)要求;规定用法如下:①require sb.to do sth. 要求某人做某事②require that+sb.(should) do sth. 要求某人做某事③sth. require doing /to be done.某事需要(被)做6.Only a very small number of people make it to the top.a very small number of 极少数后接复数名词(谓语动词用复数形式) a small number of 少数辨析: a number of 与the number ofa number of +复数名词许多the number of +复数名词...的数量(谓语用单数) 7.Sometimes he was absent from classes and failed his examinations.absent (adj) 缺席的;不在场的(常与from连用) be absent from 缺席absence (n) 缺席(反义词: presence )present(adj)出席的;在场的(后置定语)(adj)目前的;现在的(前置定语)fail (vt) 失败;不及格(vi) 失败;不及格~ to do sth. 未能/没能做成某事Eg: The boy didn’t fail (in) the exam.8.She advised them to talk with their son in person. advise sb. (not) to do sth. 建议某人(不)做某事advise的用法如下:①~doing sth. 建议做某事②~ that +从句建议... (that引导的从句应用虚拟语气,即:should+动原,should可以省略)advice(un) 建议;忠告 a piece of advice 一条建议9.So he became less interested in studying and missed classes.辨析: become,turn与getbecome:变得;成为(通常指身份、职位的变化,强调变化的过程已完成)Eg: She became an English teacher.turn: 变成(多用于在颜色或性质等方面的变化,强调变化的结果)Eg: The man turned blue with fear. (那个人吓得脸色发青)get:变得(多用于口语,表示一种变化过程,强调“渐渐变得”, 其后常接adj的比较级)Eg: In winter,the days get shorter.Used to的用法:used to+动原表示过去的习惯性动作或状态,现在已不再发生或不存在.否定句: used not to, usedn’t to, didn’t use toEg: She didn’t use to have long hair.She usedn’t to have long hair.一般疑问句: Did e to...? /Used sb.to...?Yes,sb.did. /Yes,ed to. No,edn’t 反意疑问句: 附加问句部分可用didn’t/usedn’t类似短语:be/get/become used to doing sth.习惯于做某事be used to do sth. 被用于做某事。
英语人教版新目标九年级第四单元辅导讲义
英语人教版新目标九年级第四单元辅导讲义Exercises [from Previous SHEE]一．完形填空。
My son Daniel began surfing at the age of 13. After school each day he put on his wet suit and waited to be challenged by three-to-six-foot waves. Daniel's love for the ride was tested one 1 afternoon."Your son's been in an accident," the lifeguard(救生员)reported to my 2 Mike over the phone hurriedly." 3 he came up to the top of the water, the point of the board was headed toward his eye."Mike rushed our son to the hospital. He 4 26 stitches(缝合)from the corner of his eye to the bridge of his nose.I was 5 home from a meeting while Daniel's eye was being stitched. Mike drove 6 to the airport after they left the doctor's office. He greeted 7 at the gate while Daniel was waiting in the car."Daniel?" I questioned. I remember thinking the8 must have been terrible that day."He's been in an accident，but he's going to be fine." Mike comforted me.I ran to the car. My son reached out both arms, crying,"Oh, Mom, I'm so glad you're home."I sobbed(抽泣)in his arms, telling him how 9 I felt about not being there when the lifeguard called."It's okay, Mom," he said. "I'll be fine. The doctor said I can go back in the water in eight days."Was he 10 ? I wanted to tell him that he wasn't allowed to go near water again until he was 35, but11 I controlled myself.He kept asking me to let him go back on the 12 for the next seven days. One day after 13 "No" to him for the 100th time, he beat me at my own game."Mom, you taught us never to 14 what we love."I gave in. Back then Daniel was just a boy with deep15 for surfing. Now he is among the top 25 surfers in the world.1. A. unusual B.boringC.amazingD.relaxing2. A. brother B.uncleC.husbandD. father3. A. If B.WhenC. UnlessD.Though4. A. B. C. D.avoided changed received discovered5. A. flying B.drivingC.boatingD.walking6. A. suddenly B.happilyC.comfortablyD.directly7. A. her B.themC. usD. me8. A. waves B.dreamsC. cloudsD.suggestions9. A. brave B.luckyC. awfulD. proud10. A. busy B.crazyC.friendlyD. polite11. A. instead B.alreadyC. evenD. often12. A.planeB. bedC. boardD. chair13. A.postedB. offeredC. threwD. repeated 14. A. find out B. give up C. hand outD. pick up 15. A. love B. fearC.sadness D. regret二、根据句意和首字母提示补全单词。
人教版九年级英语unit4全英文教案新目标-人教新目标版九年级全册
Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list.Then share your answers with other students.Get students to complete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."Point out the sample answer. Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers. Answers:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: I’d give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step ⅤSummaryIn this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.Step ⅥHomeworkIf you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train stu dents’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practice using the key vocabulary words and th e target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。
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人教版新目标unit4辅导讲义Individual Teaching Design for English
A. walk; telling
B. entering; to speak
C. enter; to tell
D. walking; talking
6.I interviewed 19-year-old Asian pop star Candy Wang. 我采访了19岁的亚洲流行歌星坎迪.王
【解析】: 19-year-old adj.十九岁的作定语用(复合形容词)
注意：复合形容词的特点：⑴各词之间有连字符号⑵名词用单数
1. a 19 -year- old boy 19岁的男孩
2. nineteen- year -olds 19 岁的人
3. nineteen years old 19岁
—Up to now the Chinese Communist Party（中国共产党）has nearly history.
—Yes, it was founded ______ July 23rd, 1921.
A. 90 years; at
B. 90-year; in
C. 90-years; of
D. 90-year; on
7.Candy told me that she used to be really shy and took up singing to deal with her shyness.
并且从事演唱来解决她的害羞问题。
【解析1】：take up 开始做.../占据. take up doing sth 开始做某事
短语：take off _______ _________ take care of _________ take pride in ___________
take out ____________ take away ______________ take over______________
练习：When you are swimming, ________ your ears. You can use earplugs(耳塞) to stop water getting into your ears.
A. take after
B. take part in
C. take off
D. take care of
--- Do you want to eat here? --- No. Just fish and chips to ______, please. ( )
A. get away
B. take away
C. send away
D. throw away
8. As she got better, she dared to sing in front of her class, and then for the whole school.
随着情况的好转，她敢在全班面前唱歌了，后来敢为全校的人唱歌。
【解析】dare v.敢，敢于
（1）dare用作情态动词时，意思是“敢”，其后接动词原形，通常只用于否定句或疑问句以及if或whether之后，一般不用于肯定句：
Dare you tell her the truth? 你敢告诉她事实真相吗?
【注】I dare say 是习惯说法(用于肯定句)，并不一定要译为“我敢说”，它所表示的是一种不肯定的语气，常译为“很可能”、“大概”、“我想”等，有时用作反语：
I dare say (that) you are right. 我想你是对的。
(2)dare用作实意动词时意为“敢于”，可以有各种词形变化，可用于各类句型(肯定句、否定句、疑问句及各类从句等)，其后多接带to 的不定式。
We must dare to think, speak and act. 我们必须敢想、敢说、敢做。
I wonder how he _____ to his father like that.
雨后天空出现彩虹。
正：A rainbow appeared in the sky after the rain.
误：A rainbow was appeared in the sky after the rain.
2. 表示“似乎”“好像”，是连系动词，其后可接形容词、名词、不定式等作表语。
如：
He appears (to be) quite rich 他似乎相当富有。
It appears a true story. 它似乎是一个真实的故事。
3. 在it appears 后可接that 从句或as if 从句。
如：
It appears that he forgot to sign the letter. 他似乎忘记在信上署名了。
4. 有时可与there be句式搭配使用。
如：
There appears to have been an accident. 好像出了事故。
There appears to be a problem with the oil pressure. 看来是油压出了问题。
11. Only a very small number of people make it to the top. 只有很少的人能出人头地。
【解析】a number of /the number of 辨析：
1.a number of +名词复数“许多的，大量的”，其后谓语动词用复数。
后接可数名词复数。
= many = lots of = a lot of
注意：number 前面可以加修饰词small, large, great等表示程度。
Eg： A large number of students are playing basketball on the playground.
2.the number of +名词复数“……的数目”，后跟名词复数或代词，
在句中作主语时，谓语动词用单数形式。
Eg：The number of students in our class is 40.
练习：①. —A number of students ____ in the dinning hall.
—Let me count. The number of the students _____ about 400.
A. are ; is
B. is ;are
C. are; are
②.—How many______ teachers are there in your school? —____ them ____ over two hundred.
A. woman; The number of; is
B. women; The number of; is
C. woman; A number of; is
D. women; A number of; are
12. Finally, his parents made a decision to send him to a boarding school.
最后，他的父母作了送他去寄宿学校的决定。
【解析】: final adj. 最后的，最终的= last →finally adv. 最后，最终= at last = in the end
The students are getting ready for the ___________(finally) exams.
第11页/共11页。