最新NEW牛津9AU1教案610Word格式.docx

最新NEW牛津9AU1教案610Word格式.docx

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2.Tousethebasicsentenceelementstomakeupasentence

能力目标

Tousethebasicsentenceelementstomakeupasentence

情感目标

Tofeelhowcolorfulourlifeisandcherishthewonderfulfriendship

教学重点

Tousethebasicsentenceelementstomakeupasentence

教学难点

Knowdifferentpartsofasentence

课前预习

PartCoftheGrammar

教学过程

教师活动

学生活动

备课札记

Step1.Adairyreport

Asksomequestionsaccordingtothespeech

Revisethestarsignsbyusingsomeadjectives.

Step2Warmingup

Tellstudentsthatweusethe‘itis’+adjective+‘of’…+‘（not）to’-infinitivestructuretotalkaboutourfeelingstowardspeopleandwhattheydo.

2Usethestructuretomakeupsentences

Step2Presentation.（PartB）

1.Tellstudentsthatwecanalsousetheverb‘tobe’+adjective+‘enough’+‘to’-infinitivestructuretotalkaboutaperson’spersonalityandabilities.

2.ExplainthedifferencebetweenthestructureinPartAandthestructureinPartB.InpartA,studentslearntoexpresswhattheythinkaboutsomeoneelse’sactions.

Makeupsentenceswiththestructure.

3.Askthreedifferentstudentstoreadthesentencesinthegrammartableatthetopofpage13.Encouragestudentstoaskquestionsiftheyareunsureofthemeaning.

4.Forstrongerclasses,tellstudentstocovertheadjectivesontherightandworkontheirowntowritethesentencesforPartB.Remindthemthattheyneedtorearrangetheorderofthewords,andchooseaproperadjectiveforeachsentence.Forweakerclasses,studentscanusetheadjectivesontherighttoformsentences.Encouragemoreablestudentstowritethesentenceswiththeirownadjectives.Acceptanysensibleanswers.

5.AsktheSstomakeupsomesentencesabouttheirfamilies,classmatesandfamiliarpeoplebyusingsomesuitableadjectivesandthepatternIt’s+adjectivesofsbtodosth.

Step3Practice.

1.Askthestudentstomakeupsentencesasmanyastheycan

2.Gothroughtheanswerswiththeclassorally.

Step4（PartC）Presentation

Writeasentenceontheboard.Askstudentstoshortentheabovesentencetogivethemainideaofit.

Explaintostudentsthatasentencecanbedividedintodifferentparts.Wecanaddorremovethedifferentpartsofasentencetoclarifythemeaningofit.

Step5Practice.

1Tellstudentsthateachsentencepatternhasitsownname.Asksevenstudentseachtoreadonedefinitionandthesamplesentencesthatfollow.Encouragethemtoaskquestionsiftheyarenotsureofthemeaning.

2Explaintostudentsthatthebasicpartsofasentencearethesubjectandthepredicate.Tomakeasentencericherinmeaning,wecanaddpredicative,objects,attributivesandadverbialstothesentencewithadditionalinformation.

Step6Consolidation

AsktheSstocomparethefollowingpatterns:

It’s+adjectivesofsbtodosth.

It’s+adjectivesforsbtodosth.

Step7Exx.

1AskstudentstocompletePartC1onpage12usingthetableonpage13asaguide.

2Getsomeofthemgivetheansweronebyone.

3FinishC2andchecktheanswers.

TrytoknowhowtousetheBstructure.

MakeupsentencesthenanswerthemonPage10.

Knowthedefinitionofdifferentpartineachsentence.

FinishExxonPage13andPage14.

第7课时

Integratedskills

1.Tounderstandthecontextofahoroscope,inbothitswrittenandspokenforms

2.Toconsolidatetheinformationgainedfromreadingandlistening,thendeterminethefacts

MaketheSsunderstand\masterthemainideaofthetapeaswellasthedescriptionsofpersonality.

Builtagoodpersonalitythroughthelearning

Tounderstandthecontextandtheusedescriptionsofpersonality

Astheabove

Togetasmuchdescriptionsofpersonalityaspossible

Step1.Dailyreport:

Afavoriteperson

Showsomestudentssomepictures.AsktheSstomakeupsomemistakesbyusingthetwopatterns:

It’s+adjectivesforsbtodosth.Showsomesentences.Askthestudentstousethesentenceelements.

Step2.UsethepicturesofthehoroscopetoshowtheSs.Forweakerclasses,readthehoroscopeinPartA1totheclass.Forstrongerclasses,askastudenttoreadthehoroscopealoud.

Step3.FillinasmuchinformationinMillie’snotesastheycan.Remindthemthattheywillnotbeabletocompletealltheanswers.Forweakerclasses,helpstudentsbytellingthemwhichanswerscannotbefoundintheadvertisement.

Listenandtrytogetthemainideaofthespeech

TrytomaketheSsgetmoredescriptions.accordingtothedailyreport

教师活动

Step4PlaythetapefortheSstolistento

LettheSsfillintheblanksagain

Checktheanswersonebyone

PlaytherecordingforPartA3once.Tellstudentsnottowriteanything,thentrytowritesth.accordingtothememory.Thensaytheanswerout.CheckthemwiththeSs.

Step5Speakup

（1）Playthetape,trytoanswerthequestion‘what’sPeterlike’?

（2）Askstudentstoworkinpairs.EncouragethemtodiscussSuzyandDavid.RemindthemthattheycanusetheconversationinPartBasamodel.Forweakerclasses,allowstudentstowritedowntheirconversationsfirst.

（3）Makeupdialoguesasmanyasyoucan.

（4）GetsomeoftheSsspeakup.

Step6Exx.

Docorrespondingexercises.

Step7Drawaconclusion

GetsomeoftheSsdrawaconclusionofthelesson

Step8Assignment

Giveadescriptionofyourfamilymember

Listentothetapeandtrytofillintheblanks.

Makeupdialogueswitheachother

FinishtheExx.

AtStep4,bynotwritinganythingfirst,itcantraintheSs’listeningcomprehen

-sion

九年级教案活页纸主备人卢之芬审核人沈爱萍

第8课时

Studyskills

1.TorecognizeandunderstanddifferentlevelsofformalityintheEnglishlanguage,bothwhenwritingandspeakingEnglish.

2.Torecognizeandcorrectmistakesaboutinappropriatelevelofformalityinfinishedwork

Tousethetwowaysoflanguagefreely

Howtousethetwowaysunderdifferentcircumstances

TorecognizeandunderstanddifferentlevelsofformalityintheEnglishlanguage,bothwhenwritingandspeakingEnglish.

Tousethewaysofexpressionsfreely

Topreviewthenewwords

SteplDairyreport

Adescriptionofmyfamilymember

Step2Review‘formalorinformallanguage’,‘endings’and‘slang’.Forstrongerclasses,askstudentstoexplainthemeaningsofthewordsand/orgiveChinesetranslations.Forweakerclasses,youcantellthemthemeanings.

Trytounderstandthedifferentwaysoftheformalandinformallanguage

Step3Makesurestudentsrecognizethatthepictureofapencilrepresentswrittenlanguagewhilethemouthrepresentsspokenlanguage.

Step4Explainthedifferencebetweenabbreviationsandcontractions.

Step5TellstudentstolookatKitty’sletterandtrytofindthemistakesbyunderliningpartsoftheletteronpage16whichtheybelieveareinappropriate.

Step6Askstudentstowritedownwhytheybelieveapartoftheletterisinappropriate.Remindthemtousethephrases.

Step7Checktheanswerswiththepartner

Step8Getsomeofthemgivetheanswersout

Step9Finishsomeexercisesliketheletterinthetext

Step10Assignment

Workinpairstopreparetheanswersandexplainthereasonoftheuse.

AtStep5,trytomakemoreSsstandupandgivemorevariousanswers.

第9课时

Maintask

1Toorganizeideasandbuildajustificationforthoseideas

2Towriteaformalletterwiththecorrectdegreeofformality

Towriteaformalletterwiththecorrectdegreeofformality

ThesameasinPeriod8

Aim1,2

Aim2

Toknowsth.aboutrecommendation

Step1Presentation

Tellstudentsthatcreatingagraphorchartcanbeagoodwaytohelpthemorganizetheirthoughtsandideas.

Step2MaintaskA

1PointouttostudentsthatforeachadjectiveintheflowchartinPartAonpage17,thereshouldbeanexampletobackupthisadjective.

2AskstudentstoworkinpairstocompletetheflowchartinPartA.Thenaskeachpairtogivetheiranswerofthechart.

Thinkabouttheadvantagesofa‘mindmap’.

FillintheblanksinPartA

Givetheanswersout.

Step3MaintaskB

1TellstudentstoworkontheirowntofillintheblanksinpartB.Remindthemtousetheflowchartonpage17asaguide.

2Afewminutesforthemtohaveacheckwitheachother.Thegetsomeofthemreporttheanswers.

Step4Practice

1Tellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclass.forstrongerclasses,encouragestudentstochoosesomeoneforchairpersonaboutwhomtheydonotknowverymuch.Encouragethemtoaskthisstudentquestionsinaninterviewformatsotheycanfindoutmoreaboutthatstudent.Forweakerclasses,studentsmayfeelmorecomfortablewritingaboutsomeonetheyknowwell.

2Askstudentstostartoffbywritingdownsomeadjectivestodescribethestudenttheyhavechosen.Thentheyneedtowritedownconcrete.Providealistofdifferentadjectivestodescribecharacteristic