九英教案.docx

1、九英 教案Period 6 Grammar ()Teaching Goals To distinguish the different parts of a sentence To use the basic sentence elements to make up a sentenceTeaching ProceduresStep 1 PresentingI will say, “Everyone has a body. We have all parts we need, so we are healthy. In the same way, a sentence must have so

2、me parts. Then it can be a complete sentence. It can express certain meaning. This period, we will learn different parts of a sentence. I will write down a sentence on the blackboard. The boy under the tree likes to play football after school very much. Then I will ask students to shorten the above

3、sentence to give the main idea of it. The boy likes to play football. I will explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarity the meaning of it.Step 2 Practicing1. Ask students to read the sample sentences on p

4、age 15. Tell students that each sentence part has its own name and tell them the names of different parts of a sentence. Explain 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 a

5、dverbials to the sentence with additional information.2. Ask students to finish Part C1 on page 16 using the table on page 15 as a guide. Check the answer.1. a 2. a 3. a 4. c 5. b 6. a 7. c 8. C3. Ask students to find a sentence from their English book. Then ask them to identify the different parts

6、of the sentence.4. Ask students to complete the sentences in Part C2 on page 17, and choose the correct sentence element in brackets. Check the answer.1. the football, direct object 2. for hours, adverbial 3. Andy, subject 4. is packing her school bag, predicate 5. hungry, predicative 6. hard workin

7、g, attributiveStep 3 Consolidation Exercises找出一个语法功能相当于前一句中划线部分的内容，并在句子上用横线划出。1. Our school is very beautiful. There was a heavy rain yesterday.2. We like sports very much. I have a lot of friends.3. He is a clever student. There are many apple trees in the garden.4. They want to play football after

8、 school. Do you like cooking?5. You must stay at home. I have learnt 3.000 English words so far.6. Do you feel happy every day? I got angry when I heard the news.7. He found the place easily. They are lonely from time to time.8. He didnt come to school because of his illness. We had a meeting for fu

9、rther discussion yesterday.1. a heavy rain 2. a lot of friends 3. apple 4. cooking 5. have learnt 3.000 English words 6. angry 7. from time to time 8. for further discussionStep 4 Doing Homework1. Revise different parts of a sentence.2. Do some translation exercises to understand different parts of

10、a sentence better. Period 7 Integrated skillsTeaching Goals To understand the context of a horoscope, in both its written and spoken forms To consolidate the information from reading and listening, and then determine the factsTeaching ProceduresStep 1 PresentingI will present the new lesson like thi

11、s. As we have learnt, some western people believe a persons star sign is based on his or her birthday. They believe the star sign can tell us about a persons character. For example, a person born under the sign of Pisces (between 20th Feb 20th Mar) is generous, kind, gentle and easy going. A person

12、born under Aries (between March 21 and April 20) is energetic and active.In China, people believe the Chinese horoscope describes character and can foretell future events. In the Chinese horoscope, there are twelve animals. A persons animal sign is connected to his or her birth year. Every animal ha

13、s a different type of character. People born in the year of the Rat are friendly. Those born in the year of the Monkey are smart and good at making money. Many people believe that the Rat and Monkey is a good match.Millie wants to find out what the Chinese horoscope about her this month. She is read

14、ing Master Zhangs forecast. Now read the forecast and help Millie complete her notes as much information as possible.Step 2 Practicing1. Ask students to read the advertisement for as much information in Millies notes as they can. Remind them that they will not be able to compete all the answers. The

15、 answers for No. 3, 5 and 6 are from the advertisement.2. I will play the tape once without stopping. If necessary, play the tape again, stopping after each answer or sentence so that students have time to fill in their answers.3. Check the answer。1. good luck 2. bad luck 3. friend 4. fun 5. success

16、 6. money 7. wisely 8. party 9. health 10. healthy 11.sickThen ask students to read Millies notes.4. Play the tape and ask students to finish part A3 on page 19.5. Check the answer.Amys predictions: 1. bicycle 2. cooking 3. find 4. the police 5. cinema 6. seat Master Zhangs predictions: 1. will meet

17、 a new friend 2. success at school 3. will be given some money 4. remember to spend it wisely 5. go to a party 6. problems with my healthStep 3 Doing Activities I will divide the class in groups and ask them to talk about “What will happen to our school in September?”Step 4 Consolidation ExercisesTr

18、anslation:1. 这是冰水混合物。Its a mixture of ice and water.2. 这个月我们没什么可庆祝的。We wont have anything to celebrate this month.3. 在中旬你会在工作上取得成功。You will have success at work around the middle of the moth.4. 在你的生日会上，有很多礼物会给你的。 Many presents will be given to you at your birthday party.5. 你的健康有问题，你要好好休息。 You have p

19、roblems with your health. You should have a good nest. Step 5 Doing Homework1. Read and recite Millies notes.2. Do some more consolidation exercises. Period 8 Speak up + Study skillsTeaching Goals To exchange information about others To talk about a persons characteristics To recognize and understan

20、d different levels of formality in English language, both when writing English and speaking EnglishTeaching ProceduresStep 1 Warming UpI will help students review how to describe a persons character. I will ask students the following questions: Who is your best friend? What do you think of him/ her?

21、Step 2 PresentingFirst, I will ask students to listen to the tape with books closed. After listening, ask them to answer “What are they talking about?” (Theyre talking about a chairperson.) Then I will present new words students union, suitable ，be able to like this: Our school has a Students Union,

22、 it needs a chairperson. Who will be suitable? The suitable chairperson must be able to work for all the students well.Step 3 Practicing1. I will help students understand the usage of be able to by the following questions: Is a child of 5 able to speak? Were you able to swim at 6? Will you be able t

23、o pass the maths exam next time?Then I will ask students to change “be able to” in above three sentences into “can”.2. I will ask students to read Part B after the tape. Then I will ask the following questions: Who does Millie think would be a good chairperson? Why does she think so? Does Kitty agre

24、e with Millie? Why or why not?3. I will ask students to read the dialogue in roles. And then read together.Step 4 Doing ActivitiesI will divide class into groups to talk about: Who would be a good chairperson, Peter, Suzy or David? Who would be the most suitable monitor in our class this term? Why?S

25、tep 5 PresentingI will tell my students that when we speak or write, we can use formal or informal language. We use formal language with our teachers or strangers. However, when we speak or write to our friends, we can use informal language. Then I will lead students to go through the table or page

26、19.Step 6 Practicing1. I will ask students to read Kittys letter and check it to see if she is using formal language.2. I will ask students to work in pairs to underline parts of the letter which they believe are inappropriate and explain the reasons.Step 7 Consolidation ExercisesTranslation：1. 我五岁时

27、就会弹钢琴了。（2种）I could play the piano at the age of 5. I was able to play the piano at the age of 5.2. 我想到一个解决此问题的方法。I came up with an idea to solve this problem.3. 他比我谦虚多了。He is much more modest than I.4. 我想推荐Peter当学生会主席。I would like to recommend Peter as the chairperson of the Students Union.5. 还有谁愿意为

28、学生会工作？Who else is willing to work for the Students Union.Step 8 Doing Homework1. Read and recite Speak up.2. Do some more consolidation exercises.Period 9 Main taskTeaching Goals To recognize ideas and build a justification for those ideas To use examples to support ideas To write a formal letter wi

29、th the correct degree of formality To write about a persons characteristics and abilities To present a recommendationTeaching ProceduresStep 1 PresentingI will present the new lesson like this: The new school term begins. We need to choose a new chairperson of the Students Union. What qualities do y

30、ou think the chairperson of the Students Union would have? What should he be like? I will ask students to give as many adjectives as they can to describe what a chairperson should be.Step 2 Practicing1. I will ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to

31、give their answer for one number of the chart.2. I will ask students to work on their own to fill in the blanks in Part B. Remind them to use the flow chart one page 21 as a guide. Check the answer in class.3. I will ask students to read the letter together and ask some of the students to say what e

32、ach paragraph mean.4. Tell students to work in pairs to make a flow chart about someone from the class like Part A on page 21.5. Ask students to write a formal letter of their own. Remind them to use the flow chant they made as a guide. Also remind them to use Kitty and Millies letter as a model. Encourage them to add new and additional information if they can.Step 3 Cons