九年级上Unit 2 Biggest, Longest, Widest Lesson 11 & 12教案[上学期]

冀教版英语九年级上Unit 2 Biggest, Longest, Widest
Lesson 11 & 12教案
Lesson 11
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Step 1: Check to see if the students have previewed the reading as required. You may wish to mention the comparative and superlative forms of words that appear in the reading. Select a few of these words and ask if anyone has figured out the meaning. If a student relies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.
Step 2: Ask the class to read the dialogues and ask, “What’s does ‘stand on one foot’ mean ”
Step 3: Introduce the class to the reading “Special Animals” by asking the following questions. Encourage the students to refer to the reading for the answers.
What is the largest animal in the world
What is the smallest animal in the world
What is the oldest animal in the world
What is the fastest animal in the world
Step 4: Play the audiotape. Have the class follow the audiotape while reading the text.
Step 5: Divide the class into small groups. Ask each group to discuss the reading and then make a list of the world records for animals with the details provided in the text.
Step 6: If time allows, have the students discuss what else they know about animal world records.
Step 7: Come to “Let’s do it.”
Class closing
The third reading in the reader
The remaining exercises in the activity book
The next reading in the student book
Lesson 12
Class opening
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.
Step 1: Check if the students if they have previewed the song aas required. Ask the class to look for adverbs and adjectives that occur in the reading, such as far, long, high, fast, strong, and thick. As students call out words, ,make a list on the the blackboard. Ask students to give the comparative and superlative forms of the above words, IN the case of far, for example, the forms are farther and farthest.
Step 2: Divide the class into two groups. Ask each group to read one line of the song at a time as a poem. One group could read the lines aloud while the other group performs the song with actions. This will tell you how well the students have understood the song and how well they have learned to appreciate it.
Step 3: Play the audiotape. Have the class follow the audiotape and sing along.
Step 4: Practice until everybody in the activity book
Step 5: Come to “Let’s do it.”
Class closing
The remaining exercises in the activity book
The next reading in the student book
If you have time, end the class by singing the song “Let’s Go the Farthest!”