最新NEW牛津9AU1教案610Word格式.docx

1、2. To use the basic sentence elements to make up a sentence能力目标To use the basic sentence elements to make up a sentence情感目标To feel how colorful our life is and cherish the wonderful friendship教学重点To use the basic sentence elements to make up a sentence 教学难点 Know different parts of a sentence课前预习Part

2、 C of the Grammar教 学 过 程教 师 活 动学 生 活 动备课札记Step1. A dairy reportAsk some questions according to the speech Revise the star signs by using some adjectives. Step2 Warming upTell students that we use the it is+ adjective + of + （not） to-infinitive structure to talk about our feelings towards people and

3、what they do.2Use the structure to make up sentences Step2 Presentation. （Part B）1. Tell students that we can also use the verb to be + adjective + enough + to-infinitive structure to talk about a persons personality and abilities.2. Explain the difference between the structure in Part A and the str

4、ucture in Part B. In part A, students learn to express what they think about someone elses actions.Make up sentences with the structure.3. Ask three different students to read the sentences in the grammar table at the top of page 13. Encourage students to ask questions if they are unsure of the mean

5、ing.4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjective

6、s on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.5.Ask the Ss to make up some sentences about their families, classmates and familiar people by using some suitable adjectives and the pattern Its +adjectives o

7、f sb to do sth.Step3 Practice.1.Ask the students to make up sentences as many as they can2.Go through the answers with the class orally.Step4 （Part C）PresentationWrite a sentence on the board. Ask students to shorten the above sentence to give the main idea of it.Explain to students that a sentence

8、can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.Step5 Practice. 1Tell students that each sentence pattern has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to

9、ask questions if they are not sure of the meaning.2Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.Step 6 Consolida

10、tionAsk the Ss to compare the following patterns:Its +adjectives of sb to do sth.Its +adjectives for sb to do sth.Step7 Exx. 1 Ask students to complete Part C1 on page 12 using the table on page 13 as a guide.2 Get some of them give the answer one by one.3 Finish C2 and check the answers.Try to know

11、 how to use the B structure .Make up sentences then answer them on Page 10.Know the definition of different part in each sentence.Finish Exx on Page 13 and Page 14. 第7 课时Integrated skills1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the informatio

12、n gained from reading and listening, then determine the facts Make the Ss understandmaster the main idea of the tape as well as the descriptions of personality.Built a good personality through the learning To understand the context and the use descriptions of personalityAs the above To get as much d

13、escriptions of personality as possibleStep1.Daily report: A favorite personShow some students some pictures. Ask the Ss to make up some mistakes by using the two patterns:Its +adjectives for sb to do sth. Show some sentences. Ask the students to use the sentence elements. Step2.Use the pictures of t

14、he horoscope to show the Ss .For weaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the horoscope aloud. Step3. Fill in as much information in Millies notes as they can. Remind them that they will not be able to complete all the answers. For weake

15、r classes, help students by telling them which answers cannot be found in the advertisement.Listen and try to get the main idea of the speechTry to make the Ss get more descriptions. according to the daily report 教 师 活 动Step4 Play the tape for the Ss to listen to Let the Ss fill in the blanks again

16、Check the answers one by one Play the recording for Part A3 once. Tell students not to write anything, then try to write sth. according to the memory. Then say the answer out .Check them with the Ss .Step 5 Speak up（1） Play the tape ,try to answer the question whats Peter like?（2） Ask students to wo

17、rk in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.（3） Make up dialogues as many as you can .（4） Get some of the Ss speak up . Step 6 Exx. Do correspond

18、ing exercises. Step 7 Draw a conclusion Get some of the Ss draw a conclusion of the lessonStep 8 AssignmentGive a description of your family memberListen to the tape and try to fill in the blanks.Make up dialogues with each other Finish the Exx.At Step 4 ,by not writing anything first ,it can train

19、the Sslistening comprehen-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Study skills1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.2.To recognize and correct mistakes about inappropriate level of formality in finished workTo use the two

20、ways of language freelyHow to use the two ways under different circumstancesTo recognize and understand different levels of formality in the English language, both when writing and speaking English.To use the ways of expressions freely To preview the new wordsStep l Dairy reportA description of my f

21、amily memberStep2 Review formal or informal language, endings and slang. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.Try to understand the different ways of the formal and informal langua

22、ge Step 3 Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.Step 4 Explain the difference between abbreviations and contractions.Step 5Tell students to look at Kittys letter and try to find the mistakes by underlining par

23、ts of the letter on page 16 which they believe are inappropriate.Step 6 Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases. Step 7 Check the answers with the partnerStep8Get some of them give the answers outStep9Finish some exercises lik

24、e the letter in the textStep 10 AssignmentWork in pairs to prepare the answers and explain the reason of the use .At Step 5, try to make more Ss stand up and give more various answers .第9 课时Main task1To organize ideas and build a justification for those ideas2To write a formal letter with the correc

25、t degree of formalityTo write a formal letter with the correct degree of formalityThe same as in Period 8Aim1, 2Aim 2To know sth. about recommendationStep 1 PresentationTell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas.Step 2 Main task A1Po

26、int out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart.Think about the advantages of a mind map

27、.Fill in the blanks in Part A Give the answers out .Step 3 Main task B1Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide.2A few minutes for them to have a check with each other. The get some of them report the answers.Step4 Pr

28、actice1Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. Encourage them to ask this student questions in an interview format so they can find out more abo

29、ut that student. For weaker classes, students may feel more comfortable writing about someone they know well.2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristic