一般给学生们上课之前，老师就早早地准备好了教案课件，大家在用心的考虑自己的教案课件。只有写好教案课件计划，才能促进我们的工作进一步发展！你们会写教案课件的范文吗？急您所急，小编为朋友们了收集和编辑了“9AUnit2Colour教案”，但愿对您的学习工作带来帮助。

9AUnit2Colour教案

简要提示

一、年级：九年级

二、教学内容：9AUnit2Colour

三、课型：Integratedskills

四、教学目标

1.知识目标

能听懂与颜色治疗相关的词汇和句型。

2.能力目标

1)从广告和电视节目中获取信息。

2)描述某种服饰的优缺点，提出合理建议。

3.情感目标

学会使用颜色来调节情绪并根据自己不同的情绪选择不同颜色的服饰。

五、教学重难点

1.通过听力的训练获取有关颜色治疗的信息。

2.能有礼貌地对他人的着装的颜色提出合理的建议。

教学步骤

I.Pre-listening

1.Leadinnewwords

T:Hi,everyone,nicetomeetyou.同学们好。

T:Whatcolorscanyoufindinthispicture?

T:…violetmeanspurple.

T:Canyoudividethemintodifferentkinds.

T:…

2.Leadinthetopic

T:Whatistheuseofcolor?

T:Itcanaffectourmoods.

T:Anythingelse?

T:Itcanmakeourworldmorebeautiful.

T:Canitmakepeoplemorebeautiful?

T:Yes.

T:Doyouknowwhatcolorslookgoodonthem?

T:Whatisthedifferencebetweenthetwoladies?

T:Sowhatcolorsshouldtheywear?

T:Doyouknow?

T:Sheknows！

T:Whoisshe?Wheredoesshework?

3.Getsomeinformationwhilereadingtheadvertisement

T:Openyourtextbooktopage36,trytofindtheanswers.

把书翻到36页，试着找出问题的答案。

T:Oh,sheisMrs.Rainbow.

T:Sheworksinacolortherapycenter.Nowpleasereadafterme,therapy

T:OpenyourtextbookPage36,readtheadvertisementandcompletethenotesinPartA1withasmuchinformationasyoucan

T:Howmanyblankscanyoufillin?

T:Three.

T:Whatarethey?

T:1,2,and3.

T:Pleasereadthenewwordsafterme.

II.While-listening

1.A1,Page36

T:listentotheinterviewandcompletethenotesinPartA1.

T:Nowlet’schecktheanswers.

2.A3,Page37

T:Openyourbookstopage37,listentothetapeandfinishA3.

T:Let’schecktheanswers.

T:Nowpleasereadthenewphraseswithme.

3.Extraexercises

T:Nowcanyoutellmewhatcolorslookgoodonthem?

T:Redandpurplelookgoodonthefirstlady.

T:Orangeandgreenlookgoodonthesecondlady.

T:Whataboutthisbeautifullady?Whatcolorslookgoodonher?

T:Herhairisblonde.

T:Whatcolorofhairclipslookgoodonher?

T:Orangeandgreen.

T:Whataboutthedress?

T:Redandpurple.

III.Speak-up

T:MybestfriendMr.Rabbitisgoingtoattendapartyandheisabitstressed.

Whatcolorshouldhewear?

Couldyougivehimsomeadvice?

T:MakeaconversationwithyourpartnertogiveadvicetoMr.Rabbiton

whattowear.

Trytousethesesentencepatterns.

T:Bytheway,Mr.Rabbitisgoingtoattendaparty.Heisabitstressednow.

IV.Homeworkm.jAb88.CoM

Use‘Speakup’asamodelandmakeanewdialoguetogiveyourmotheradviceon

whattoweartomorrow.

说明

本课时是9AUnit2的Integratedskills。其重点是培养学生如何从阅读和听力中获取颜色对人情绪影响的信息的能力以及如何综合处理信息的能力。

尽管本课时是关于颜色治疗信息的介绍，但是有许多相同的句式。在学生进行听力训练之前，教师必须要做相关铺垫。学生听完之后不能仅仅核对答案，可以设计各种活动，培养学生综合运用语言的能力。

Speakup教学尽可能给学生提供说的机会。

相关知识

9AUnit1Starsigns教案

每个老师上课需要准备的东西是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们会写一段优秀的教案课件吗？小编特地为大家精心收集和整理了“9AUnit1Starsigns教案”，欢迎您参考，希望对您有所助益！

Unit1Starsigns

Part1:TeachingDesign(第一部分：教学设计)

UnitGoals

Use‘Itis’+adjective+‘of”…+‘(not)to’-infinitivetoexpressopinionsaboutaperson’sactions.

Usetheverb‘tobe’+adjective+‘enough’+‘to’-infinitivetodescribeaperson’scharacteristicsandabilities.

Learndifferentpartsofasentence.

Usevocabularytotalkaboutcharacteristicsanddiscusswhichstudentshavesuitablecharacteristicstobethechairpersonofthestudents’Union.

Writealetterofrecommendationbasedoncharacteristics.

Vocabularyleader;cooking;attention;peace;energy;fault;sense;humour;match;chairperson;mark;library;quality;similar;energetic;active;patient;modest;practical;fair;silly;successful;wise;easy-going;unfair;lively;suitable;personal;divide;save;argue;forgive;dream;explain;pack;pass;celebrate;recommend;probably;without;around

Expressions1.ItsaysI’llhavelotstoeatanddrinktoday.

2.Youshouldn’tworryaboutnothavingbreakfastthen.

3.Millieisalreadyfamiliarwiththe12animalsignsoftheChinesehoroscope.

4.Ayearisdividedinto12differentstarsigns.

5.Somepeoplebelievethatpeoplebornunderthesamestarsignsharesimilarcharacteristics.

6.Youarepatientanddonotgiveupeasily.

7.Youworrytoomuchattimes.

8.Youarepracticalandyoualwayspayattentiontodetails.

9.Domycharacteristicsmatchwhatmystarsignsaysaboutme?

10.MrWuspendsalotoftimeexplainingthingstous.

11.Sandyhasbeenonthephoneforhours.

12.Formoredetails,pleasecallMasterZhangon55560678.

13.Idon’tthinkhe’dbeabletoorganizethingswell.

14.We’rewritingtorecommendDavidasthenewchairpersonoftheStudents’Union.

15.Heisneverafraidofmakingaspeechinassembly.

16.Hecandoanythingifhetrieshisbest.

17.WethinkDavidhasallthequalitiestobeagooddchairperson.

18.I’mworryingaboutmyabilitytodotheextrawork.

Structures1.It’ssillyofyounottoforgiveothersfortheirfaults.

(‘Itis’+adjective+‘of”…+‘(not)todo’)

2.Danieliskindenoughtohelphisfriendsatalltimes.

(‘tobe’+adjective+‘enough’+‘todo’)

Period1Comicstrip+Welcometotheunit

TeachingGoals

●Toidentifythesymbolsthatrepresentthestarsigns.

●Tolearnthenamesof12starsigns.

Teachingprocedures

Step1Warming-up

First,Iwillusesomedialoguestorevisethestructures‘It’s+adj+todo’and‘should(shouldn’t)do’.Iwilltalkwithmyclassmatesabouttheirsummerholiday.Forexample,Iwillhaveatalklikethis:Howdidyouspendyoursummerholiday?Howdidyoufeel?Thenewtermbegins.Whatshouldwedo?Whatshouldn’twedo?Whatisitimportant/necessary/useful…forustodo?Whatisn’tit…forustodo?

Step2Presenting

Afterhavingatalk,Iwillsay,“OK,it’stimeforustolearnEnglishwithEddieandHobo.Weshouldlistentotheirtalkcarefully.Afterlistening,PleasetellmewhatHobobringstoEddie.”

Step3Practicing

1.Playtherecorder.Thenaskoneofthestudentstoanswertheabovequestion.(HobobringsEddiethenewspaper.)

2.Iwillplaytherecorderagain.Thenasksomemorequestions:

1)WhatdoyouthinkofHobowhenhebringsEddiethenewspaper?(It’sniceofhimtobringEddiethenewspaper.)

2)WhatdoesHoboaskEddietoread?(HeaskEddietoreadhisstars.)

3)Whatdoesthenewspapersay?(ItsaysEddiewillhavelotstoeatanddrinktoday.)

4)WhatdoesHobodoatlast?HowdoesEddiefeel?(HoboeatsupEddie’sfood.Eddiefeelsangry.)

Step4Readandact.

Iwillaskmystudentstoreadthedialoguesafterthetapeandthentogether.Beforeactingoutthedialogue,Iwillaskstudentstoreaditinroles.

Step5Presenting

Iwillshowstudentssomecardsofstarsigns.Explainthattheyarewesternstarsigns.Thestarsignsystemisbasedonthemonthyouwerebornin,ratherthantheyearyoumerebornin.

Step6Practicing

1.Teachstudenthowtoreadthenameofeachstarsigncorrectly.

2.ExplaintostudentsthateachpictureinPartArepresentsastarsign.AskthemtocompletePartA.

3.AskstudentstocompletePartB.Explaineachstarsignrepresentsaperiodoftimeinayear.

4.Askstudentswhethertheyknowwhattheirstarsignis.Encouragethemtosaythenameoftheirstarsignaloud.

Step7ConsolidationExercise

Translation:

1.看墙上的标志牌，上面写着“不准吸烟”。

Lookatthesignonthewall.Itsays,“Nosmoking.”

2.你这么好送我一个漂亮的礼貌。

It’sniceofyoutogivemesuchanicepresent.

3.你抄袭他作业是不对的。

It’swrongforyoutocopyothers’homework.

4.你没必要担心没有饭吃。

Youdon’thavetoworryaboutnothavingmeals.

5.我们不应该把宠物带到学校。

Weshouldn’tbringourpetstoschool.

Step8DoingHomework

1.Readandrevisethenameofeachstarsign.

2.Readandrecite‘comicstrip’.

3.Dosomemoreconsolidationexercises

Period2Reading((Ⅰ)

TeachingGoals

●Tounderstandwhatstarsignsareandwhattheyrepresent.

●Togettoknowthemainideaofthetext.

Teachingprocedures

Step1Warming-up

First,Iwillaskstudentssomequestion:Whenwereyouborn?Whenisyourbirthday?Doyouknowwhatyourstarsignis?(Iftheydon’tknow,askthemtofindtheirstarsignsonPage4andPage5)

Step2Presenting

Iwillsay,“Thereare12monthsinayear.Thereare12starsignsinayear,too.Wecanalsosay:Ayearisdividedinto12differentstarsigns.Now.Iwillshowyouatablepleasefindoutwhatstarsignsareinayear”

DateStarsignCharacteristic

21stMar–20thAprAriesenergetic,active,impatient,selfish

21stApr–21shMayTaurusstubborn,hard-working,patient

22ndMay–21stJunGeminicurious,clever,outgoing

22ndJun–22ndJulCancerkind

23rdJul–22ndAugLeostrong,confident,generous

23rdAug–22ndSeptVirgomodest,practical

23rdSept–22ndOctLibrapolite,fair,elegant

23rdOct–21stNovScorpiopowerful,silly

22ndNov–20thDecSagittariushumourous,

21stDec–20thJanCapricornbusinesslike,successful,patient

21stJan–18thFebAquariuskind,wise,strange

20thFeb–20thMarPiscesgenerous,kind,gentle,easy-going,creative,imaginative

Step3Practicing

1.Askstudentstoreadthetextsilentlyandfinishthelistsof“date”and“starsign”inthetable.

2.Readthetextafterthetape.Thenfinishthelistof“Characteristic”inthetable.Ifstudentsmeetnewwords,I’llaskthemtoguesstheirmeanings.Iftheycan’t.I’llexplain.

3.AskstudentstofinishPartBonPage6.Checktheanswerinclass.(1.e2.c3.h4.b5.a6.f7.d8.g)

Step4DoingActivities

1.Iwillaskstudentssomequestionsinordertomakestudentsgetfamiliarwiththenameofeachstarsignandadjectives.

①Kitty’sstarsignisGemini.What’sshelike?(Sheisacuriousandcleverperson.Sheisoutgoing.Shelovestotalk.)

②Amy’sbirthdayisonDecember10th.Whatkindofpersonisshe?(Shehasagoodsenseofhumour.)

③Simonwasbornon20thMarch.Whatdoessheliketodo?(Helikestodreamabouteverything.)

④Jim’sstarsignisLibra.Howishe?(Heisapoliteandfairperson.)

⑤Whenwereyouborn?What’syourstarsign?

⑥Doyourcharacteristicsmatchwhatyoustarsignsaysaboutyou?

2.AskstudentstofinishPartC,onPage6.Checktheanswerinclass.(1.F2.T3.F4.T5.T6.F)

3.Readthetexttogether.

Step5ConsolidationExercise

Translation:

1.被分成bedividedinto

2.放弃giveup

3.时而attimes

4.照料takecareof

5.省钱savemoney

6.注意payattentionto

7.保密keepsecrets

8.幽默感agoodsenseofhummer

9.梦想dreamabout

10.与……争论arguewithsb.

Step6DoingHomework

1.Readandretellthetext

2.Dosomemoreconsolidationexercises.

Period3Reading(Ⅱ)

TeachingGoals

●Tounderstandandusetheexpressionsinthetext.

●Torecognizeandunderstandvocabularyaboutcharacteristics.

●Touseadjectivestodescribesomeone’scharacteristics.

Teachingprocedures

Step1Makingarevision

Iwillaskmystudentstoreadthetexttogetherandthenasksomequestionstorevisethetext.

1.IsAriesLazy?(No.Ariesisenergeticandactive.)

2.Whichstarsignlikessavingmoney?(Cancer)

3.Apersonlovestotalk.Heiscuriousandclever.Whatstarsignmayhebe?(Heisstubbornanddoesn’tthechange.Heiscuriousandclever.Whatstarsignmayhebe?(HemaybeGemini.)

4.JackisTaurus.Whatishelike?(Heisstubbornanddoesn’tlikechange.Heisahard-workingperson.Heispatientanddoesn’tgiveupeasily.)

5.Amywasbornon1stSeptember.Howisshe?(Sheisamodestperson.Sheisapracticalperson)

6.DoesSagittariuslikejokes?(Yes.Sagittariushasagoodsenseofhumour.)

7.Whichstarsignhasthebestimagination?(Pisces.)

8.Ifyourbirthdayison10thFebruary.Whatstarsignishe?(Aquarius)

Step2Practicing

1.Iwillgivestudentssomeexercisestorevisethevocabulary.

A.根据英文解释填写合适单词

1.Sheisan(fullofenergy)person.

2.Thesetwobooksarevery(alike,butnotthesame)

3.Heisvery(wantingtoknowsth.verymuch)

4.Heisneverwithhisstudents.(notpatient)

5.Themanisaperson.(thinkingfirstofone’sownneedswithoutthinkingofothers.)

6.Heisvery.(relaxedinmanner)

7.Heisaperson.(havingorshowinganottoohighopinionofone’sabilities)

8.Theboyisvery.(abletomakesomethingnew)

(1.energetic2.similar3.curious4.impatient5.selfish6.easy-going

7.modest8.creative)

B.选用词组的正确形式填空

bedividedinto,share…with,giveup,takecareof,savemoney

payattentionto,arguewith,dreamabout,keepsecrets,dealwith

1.Whatcanwedothismatter.(todealwith)

2.Pleaseyourhandwriting.(payattentionto)

3.Heoftenhisparentsaboutsomeproblems.(argueswith)

4.Ayear12months.(isdividedinto)

5.Heisgenerous.Heiswillingthingsothers.(toshare…with)

6.Heishelpful.Helikesothers.(takingcareof)

7.Don’tyourdream.(giveup)

8.Heisimaginative.Helikeseverything.(dreamingabout)

9.Hewantstobuyanicepresentofhismother.(tosavemoney)

10.Icantellhimeverything.Becausehecanforme.(keepsecrets)

2.ReadthetextandaskstudentstofinishPartC2onPage7.Whenstudentshavecompletedalltheanswers,givecorrectanswertoeachquestion.Highlightwherestudentscamfindtheanswersinthepassage.

3.Iwillaskstudentstoreadthedescriptionoftheirstarsignsonpages4and5.AskthemtofinishPartD1onPage7.Thenaskthemtowritewhetherthecharacteristicslistedundertheirstarsignmatchthecharacteristicstheyhavelisted.

4.Iwilldividetheclassintopairs.Askstudentstowritedownfivewordsthatdescribetheirpartner’scharacteristicsinPartD2.

Step3ConsolidationExercise

Translation:

1.一年分成12个星座。

Ayearisdividedinto12differentstarsign.

2.他有时很自私。

Heisselfishattimes.

3.戒烟不是件容易的事。

It’snoteasytogiveupsmoking.

4.我们应该节约用水。

Weshouldsavewater.

5.请注意细节。

Pleasepayattentiontodetails.

6.她喜欢与别人争论。

Shelikestoarguewithothers.

7.他常原谅他人的过错。

Heoftenforgiveothersfortheirfaults.

8.他有很强的幽默感。

Hehasagoodsenseofhumour.

9.她是如此的有想象力，以致于她喜爱梦见所有东西。

Sheissoimaginativethatshelikestodreamabouteverything.

10.我的星座上说的很符合我的特征。

Whatmystarsignsaysmatchesmycharacteristicsverywell.

Step4DoingHomework

1.Readandtrytorecitethetext

2.Revisethevocabularyandsentencesinthetext

3.Dosomemoreconsolidationexercises

Period4Vocabulary

TeachingGoals

●Touseadjectivestodescribecharacteristics.

●Torecognizewhetheranadjectiveispositiveornegative.

Teachingprocedures

Step1Warming-up

Iwillhelpstudentsreviewthetwelvestarsignsbyshowingthempicturesofstarsigns.Askstudentstosaythenamesofstarsignscorrectlyandtalkabouteachstarsign.Forexample,“Samuelwasbornon5thApril”Someonesaysheisselfishandimpatientattimes,butIdon’tthinkso.Ithinkheiskindandenergetic.(StudentscanlookatthepassagesonPage7andtalkabouttheirfriends’characteristicsaccordingtothestarsigns.)

Step2Presenting

Whenstudentsaretalkingabouttheirfriends’characteristics,Iwillwritedowntheadjectivestheyuse.ThenIwillaskstudentstotellwhicharegoodcharacteristicsandwhicharebadones.Letoneofthestudentsguesstheoppositeoftheword“fair”(fair-unfair)

Step3Practice

1.AskstudentstofinishPartAonPage8.Thenchecktheanswerinclass.

(1.active2.selfish3.proud4.strong5.outgoing6.impatient

7.hard-working8.unfair)

2.Explainwhat‘positive’and‘negative’meanandaskstudentstochoosesomeoftheadjectivesofPartAtomakesentenceslikethis:

①I’mgenerous,patientandmodestbutI’mlazyattimes.

②Mybestfriendis…,but…attimes.

3.Sumuptherulesofformingopposites.

①fair–unfair,important–unimportant…(un-)

②honest–dishonest…(dis-)

③polite–impolite,possible–impossible,patient–impatient…(im-)

④correct–incorrect,active–inactive(in-)

⑤regular–irregular…(ir-)

⑥lazy–hardworking,easy–hardmodest–proud…

4.IwillshowstudentsfivepicturesonPage8andletstudentstotalkabouteachpicture.

Picture1.Whatishedoing?(Heisdreaming)

Whatishedreamingabout?(Heisdreamingthathehaswings,andmeetsupwithextraterrestrialbeing–ET)Howishe?(Imaginative)

Picture2.Whatisshedoing?(Dancing)Whatdoyouthinkofher,activeorinactive?(Active)

Picture3.Whoishe?(Mt.Wu)What’shedoing?(Heisexplainingthingstothestudents).Ishepatient?(Yes.)

Picture4.What’sSandydong?(SheisdonatingmoneytoProjectHope.)Howisshe?(Generous.)

Picture5.Whatdoesthegirl’sgesturemean?(Youaregreat.Youarethebest.Youareclever)WhatdoesDaniel’sgesturemean?(No.I’mnotthebest.Don’tspeaktoohighlyofme.)Howishe?(Heismodest.)

5.Aftertalkingabouteachpicture,askstudentstofinishPartBonPage8.Thenchecktheanswerinclass.(1.imaginative2.active3.patient4.generous5.modest.)

6.LetstudentsdescribeoneoftheirfriendorfamilymembersaccordingtoPartB.Forexample:Myfatheriswillingtohelpothersanytime.Heishelpful.

Step4ConsolidationExercise

根据句意填入合适的词

1.Heis.Henevergetsangry.It’seasytomakefriendswithhim.

2.Shelikestalkingtoothers.Sheisvery.

3.Theboyisfullofenergy.Heis.

4.Heoftenthinksofhimselfinsteadofother.Heis.

5.Sheis.Whenshemeetsastranger,herfacewillturnredatonce.

(1.easy-going2.out-going3.energetic4.selfish5.shy)

Step5DoingHomework

1.Revisetheadjectives

2.Writeashortpassagetodescribeyourfriends’characteristics.

Period5Grammar(Ⅰ)

TeachingGoals

Touse‘Itis’+adjective+‘of”…+‘(not)to’-infinitivetoexpressopinionsaboutaperson’sactions.

●Tousetheverb‘tobe’+adjective+‘enough’+‘to’-infinitivetodescribeaperson’scharacteristicsandabilities.

Teachingprocedures

Step1Warming-up

Iwillhelpstudentsreviewthesentencepattern:”Itis+adj+‘for’…+‘(not)to-infinitive”.Iwillaskstudentssomequestionstopracticethissentencepattern.Forexample:”IsitnecessarytolearnEnglish?”Helpstudentsanswer:”It’snecessaryforustolearnEnglish.”Writedownthesentencepatternontheblackboard.(Practicemoresentences)

Step2Presenting.

Iwillsay,“IfSandyhelpsyouwithyourhomework,whatdoyouthinkofSandy?”(Heiskind.)Soyoucansay,“It’skindofSandytohelpmewithmyhomework.”ThenIwillaskstudentstoreadthetwosamplesentencesonPage9andwritedownthesentencepattern“It’s+adj+ofsb+todosth”.ThenIwillaskstudentstosaythedifferencebetween‘for’and‘of’inthesetwosentencepatterns.

Step3Practicing

1.Makenewsentenceswiththesetwosentencepatterns.

①你这么做太自私了。It’sselfishofyoutodoso.

②你这么做没必要。It’snotnecessaryforyoutodoso.

③学习游泳对我来说很难，你教我学真是太好了。It’shardformetolearnhowtoswim.It’skindofyoutoteachmehowtodoit.

2.Iwillsay,“Weknowdifferentpeoplehavedifferentcharacteristics,sotheydodifferentthings.Now,letseewhatourfriendsatabirthdayparty.”AskstudentstofinishPartAonPage9.

Checktheanswer

(1.Itis2.tomake3.of4.generous5.togive6.selfish

7.toeat8.toorganize)

3.Tellstudentswecanusethissentencepatterntoexpresswhatwethinkofsomeone’sactions.Letstudentslookatthewordsinthetipbox:careless,clever,foolish,good,kind,nice,polite,selfish,silly,wrong,letstudentsmakesentences.

Step4Presenting

Iwillsay:“Ithinkyou’reveryhard-workingstudents.Youhavelearntsomuchknowledgetoday.Andyouarestillsittinghere.Youareallpatient.Youarepatientenoughtostudyforhours.Writedownthissentencepattern‘tobe+adj+‘enough’+‘todo’ontheblackboard.Tellstudentswecanusethispatterntodescribeaperson’spersonalityandabilities.LetstudentsreadthesamplesentenceonPage10.”

Step5Practicing

BeforewedotheexerciseonPage10,IwillaskstudentstocovertheadjectivesontherightandworkontheirowntowritethesentencesforPartB.Remindthemthattheyneedtorearrangetheorderofthewordsandchooseaproperadjectiveforeachsentence.Thenchecktheanswerinclass.

Step6ConsolidationExercise

Translation:

1.你能帮我学英语真是太好。

It’skindofyoutohelpmewithmyEnglish.

2.他太好了，总是想到别人。

Heiskindenoughtothinkofothers.

3.学习英语对我们来说很必要吗？

IsitnecessaryforustolearnEnglish?

4.这么做你太傻了。

It’ssillyofyoutodoso.

5.他有足够的自信在全校师生面前做了报告。

Heisconfidentenoughtogiveatalkinfrontofthewholeschool.

Step7DoingHomework

1.Revisethetwosentencepatterns

2.Dosomemoreconsolidationexercises

Period6Grammar(Ⅱ)

TeachingGoals

●Todistinguishthedifferentpartsofasentence.

●Tousethebasicsentenceelementstomakeupasentence.

Teachingprocedures

Step1Presenting.

Iwillsay,“Everyonehasabody.Wehaveallpartsweneed,sowearehealthy.Inthesameway,asentencemusthavesomeparts.Thenitcanbeacompletesentence.Itcanexpresscertainmeaning.Thisperiod,wewilllearndifferentpartsofasentence.Iwillwritedownasentenceontheblackboard,e.g.‘Theboyunderthetreelikestoplayfootballafterschoolverymuch.’ThenIwillaskstudentstoshortentheabovesentencetogivethemainideaofit,e.g.‘Theboylikestoplayfootball.’Iwillexplaintostudentsthatasentencecanbedividedintodifferentparts.Wecanaddorremovethedifferentpartsofasentencetoclaritythemeaningofit.”

Step2Practicing

1.AskstudentstoreadthesamplesentencesonPage11.Tellstudentsthateachsentenceparthasitsownnameandtellthemthenamesofdifferentpartsofasentence.Explaintostudentsthatthebasicpartsofasentencearethesubjectandthepredicate.Tomakeasentencericherinmeaning,wecanaddpredicative,objects,attributivesandadverbialstothesentencewithadditionalinformation.

2.AskstudentstofinishPartC1onPage12usingthetableonPage11asaguide.

Checktheanswer.(1.a2.a3.a4.c5.b6.a7.c8.c)

3.AskstudentstofindasentencefromtheirEnglishbook,thenaskthemtoidentifythedifferentPartsofthesentence.

4.AskstudentstocompletethesentencesinPartC2onPage13,andchoosethecorrectsentenceelementinbrackets.Checktheanswer.(1.thefootball,directobject2.forhours,adverbial3.Andy,subject4.ispackingherschoolbag,predicate5.hungry,predicative

6.hard–working,attributive)

Step3ConsolidationExercise

找出一个语法功能相当于前一句中划线部分的内容，并在句子上用模线划出。

1.Ourschoolisverybeautiful.

Therewasaheavyrainyesterday.

2.Welikesportsverymuch

Ihavealotoffriends.

3.Heisacleverstudents.

Therearemanyappletreesinthegarden.

4.Theywanttoplayfootballafterschool.

Doyoulikecooking?

5.Youmuststayathome.

Ihavelearnt3.000Englishwordssofar.

6.Doyoufeelhappyeveryday?

IgotangrywhenIheardthenews.

7.Hefoundtheplaceeasily.

Theyarelonelyfromtimetotime.

8.Hedidn’tcometoschoolbecauseofhisinures.

Wehadameetingforfartherdiscussionyesterday.

(1.aheavyrain2.alotoffriends3.apple4.cooking5.havelearnt3.000Englishwords6.angry7.fromtimetotime8.forfurtherdiscussion)

Step4DoingHomework

1.Revisedifferentpartsofasentence.

2.Dosometranslationexercisestounderstanddifferentpartsofasentencebetter.

Period7Integratedskills

TeachingGoals

●Tounderstandthecontextofahoroscope,inbothitswrittenandspokenforms.

●Toconsolidatetheinformationfromreadingandlistening,thendeterminethefacts.

Teachingprocedures

Step1Presenting

Iwillpresentthenewlessonlikethis.Aswehavelearnt,somewesternpeoplebelieveaperson’sstarsignisbasedonhisorherbirthday.Theybelievethestarsigncantellusaboutaperson’scharacter.Forexample,apersonbornunderthesignofPisces(between20thFeb—20thMar)isgenerous,kind,gentleandeasy–going.ApersonbornunderAries(betweenMarch21andApril20)isenergeticandactive.

InChina,peoplebelievetheChinesehoroscopedescribescharacterandcanforetellfutureevents.IntheChinesehoroscope,therearetwelveanimals.Aperson’sanimalsignisconnectedtohisorherbirthyear.Everyanimalhasadifferenttypeofcharacter.PeoplebornintheyearoftheRatarefriendly.ThosebornintheyyearoftheMonkeyaresmartandgoodatmakingmoney.ManypeoplebelievethattheRatandMonkeyareagoodmatch.

MilliewantstofindoutwhattheChinesehoroscopeaboutherthismonth.SheisreadingMasterZhang’sforecast.NowreadtheforecastandhelpMilliecompletehernotesasmuchinformationaspossible.

Step2Practicing

1.AskstudentstoreadtheadvertisementtheninformationinMillie’snotesastheycan.Remindthemthattheywithnotbeabletocompetealltheanswers.TheanswersforNos.3,5and6arefromtheadvertisement.

2.Iwillplaythetapeoncewithoutstopping.Ifnecessary,playthetapeagain,stoppingaftereachanswerorsentencesothatstudentshavetimetofillintheiranswers.

3.Checktheanswer(1.goodluck2.badluck3.friend4.fun5.success6.money7.wisely8.party9.health10.healthy11.sick).ThenaskstudentstoreadMillie’snotes.

4.PlaythetapeandaskstudentstofinishpartA3onpage15.

5.Checktheanswer:

(Amy’spredictions:2.bicycle3.cooking4.find5.thepolice6.cinema7.seat)

MasterZhang’spredictions:2.willmeetanewfriend3.successatschool4.willbegivensomemoney5.remembertospenditwisely6.gotoaparty7.problemswithmyhealth)

Step3DoingActivities

Iwilldividetheclassingroupsandaskthemtotalkabout“WhatwillhappentoourschoolinSeptember?”

Step4ConsolidationExercise

Translation:

1.这是冰水混合物。

It’samixtureoficeandwater.

2.这个月我们没什么可庆祝的。

Wewon’thaveanythingtocelebratethismonth.

3.在月中你会有工作业取得成功。

Youwillhavesuccessatworkaroundthemiddleofthemoth.

4.在你的生日会上，有很多礼物会给你的。

Manypresentswillbegiventoyouatyourbirthdayparty.

5.你的健康有问题，你要好好休息。

Youhaveproblemswithyourhealth.Youshouldhaveagoodnest.

Step5DoingHomework

1.ReadandreciteMillie’snotes.

2.Dosomemoreconsolidationexercises

Period8Speakup+Studyskills

TeachingGoals

●Toexchangeinformationaboutothers.

●Totalkaboutaperson’scharacteristics.

●TorecognizeandunderstanddifferentlevelsofformalityinEnglishlanguage,bothwhenwritingEnglishandspeakingEnglish.

Teachingprocedures

Step1Warming-up

Iwillhelpstudentsreviewhowtodescribeaperson’scharacter.Iwillaskstudentsthefollowingquestions:Whoisyourbestfriends?Whatdoyouthinkofhim/her?

Step2Presenting

First,Iwillaskstudentstolistentothetapewithbooksclosed.Afterlistening,askthemtoanswer“whataretheytalkingabout?”(They’retalkingaboutachairperson.)ThenIwillpresentnewwords‘students’union,‘suitable’‘beableto’likethis:OurschoolhasaStudents’Union,itneedsachairperson.Whowillbesuitable?Thesuitablechairpersonmustbeabletoworkforallthestudentswell.

Step3Practicing

1.Iwillhelpstudentsunderstandtheusageof‘beableto’bythefollowingquestions:

①Isachildof5abletospeak?

②Wereyouabletoswimat6?

③Willyoubeabletopassthemathsexamnexttime?

ThenIwillaskstudentstochange“beableto”inabovethreesentencesinto“can”.

2.IwillaskstudentstoreadPartBafterthetape.ThenIwillaskthefollowingquestions:

①WhodoesMilliethinkwouldbeagoodchairperson?

②Whydoesshethinkso?

③DoesKittyagreewithMillie?Whyorwhynot?

3.Iwillaskstudentstoreadthedialogueinroles.Andthenreadtogether.

Step4DoingActivities

Iwilldivideclassintogroupstotalkabout:

①Whowouldbeagoodchairperson,Peter,SuzyorDavid?

②Whowouldbethemostsuitablemonitorinourclassthisterm?Why?

Step5Presenting

Iwilltellmystudentsthatwhenwespeakorwrite,wecanuseformalorinformallanguage.Weuseformallanguagewithourteachersorstrangers.However,whenwespeakorwritetoourfriends,wecanuseinformallanguage.ThenIwillleadstudentstogothroughthetableorPage16.

Step6Practicing

1.IwillaskstudentstoreadKitty’sletterandcheckittoseeifsheisusingformallanguage.

2.Iwillaskstudentstoworkinpairstounderlinepartsoftheletterwhichtheybelieveareinappropriateandexplainthereasons.

Step7ConsolidationExercise

Translation：

1.我五岁时就会弹钢琴了。（2种）

Icouldplaythepianoattheageof5.

Iwasabletoplaythepianoattheageof5.

2.我想到一个解决此问题的方法。

Icameupwithanideatosolvethisproblem.

3.他比我谦虚多了。

HeismuchmoremodestthanI.

4.我想推荐Peter当学生会主席。

IwouldliketorecommendPeterasthechairpersonoftheStudents’Union.

5.还有谁愿意为学生会工作？

WhoelseiswillingtoworkfortheStudents’Union.

Step8DoingHomework

1.Readandrecite‘speakup’.

2.Dosomemoreconsolidationexercises

Period9Maintask

TeachingGoals

●Torecognizeideasandbuildajustificationforthoseideas.

●Touseexamplestosupportideas.

●Towriteaformalletterwiththecorrectdegreeofformality.

●Towriteaboutaperson’scharacteristicsandabilities.

●Topresentarecommendation.

Teachingprocedures

Step1Presenting

Iwillpresentthenewlessonlikethis:Thenewschooltermbegins.WeneedtochooseanewchairpersonoftheStudents’Union.WhatqualitiesdoyouthinkthechairpersonoftheStudents’Unionwouldhave?Whatshouldhebelike?Iwillaskstudentstogiveasmanyadjectivesastheycantodescribewhatachairpersonshouldbe.

Step2Practicing

1.IwillaskstudentsworkinpairstocompletetheflowchartinPartA.Thenaskeachpairtogivetheiranswerforonenumberofthechart.

2.IwillaskstudentstoworkontheirowntofillintheblanksinPartB.Remindthemtousetheflowchartonepage17asaguide.Checktheanswerinclass.

3.Iwillaskstudentstoreadthelettertogetherandasksomeofthestudentstosaywhateachparagraphmean.

4.TellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclasslikePartAonPage17.

5.Askstudentstowriteaformalletteroftheirown.Remindthemtousetheflowchanttheymadeasaguide.AlsoremindthemtouseKittyandMillie’sletterasamodel.Encouragethemtoaddnewandadditionalinformationiftheycan.

Step3ConsolidationExercise

Translation:

1.她害怕晚上单独出去。

Sheisafraidofgoingoutaloneatnight.

2.恐怕明天要下雪。

I’mafraidit’sgoingtosnowtomorrow.

3.我通常在午饭后休息半小时。

Iusuallyspendhalfonhourhavinganextafterlunch.

4.他是足够的聪明常在数学考试中拿满分。

Heiscleverenoughtogetfullmarksinmathsexams.

5.他从不介意帮助我。

Henevermindshelpingme.

6.她具有做个好学生全部品质。

Shehasallthequalitiestobeagoodstudent.

7.他利用暑假剩余时间帮助老人。

Heusedtherestofthesummerholidaytohelptheelderly.

8.他从不会忘记他要做的事。

Heneverforgetstodothethingsheneedstodo.

Step4DoingHomework

1.ReadthetextonPage18.

2.Writeaformallettertorecommendoneofyourclassmatesasthemonitorofyourclassthisterm.

Period10Checkout

TeachingGoals

●Torevisethevocabularyofthisunit.

●Torevisethegrammarofthisunit.

●Togivestudentsthechancetoreinforcethegrammarandvocabularyitemslearnedinthisunit,andtogetconfidence

Teachingprocedures

Step1Presenting

Iwillhelpstudentsreviewthevocabularyofthisunitlikethis:

①WhatshouldasuitablechairpersonoftheStudents’Unionbe?

②WhatkindofpersonisnotsuitabletobethechairpersonoftheStudents’Union?

Step2Practicing

1.IwillaskstudentstofinishPartBontheirown.

Checktheanswer(1.generous2.creative3.impatient4.selfish5.energetic6.curious)

2.Iwillgivestudentssomemoreexercisestoreviewthevocabularyofthisunit.

A根据英文解释写出句中单词

1.Hisshirt(gowellwith)histrousersverywell.

2.It’s(clever;bright;smart)totakeamapandamobilephonewhenyoutravel.

3.I’llnever(stopfeelingangrywithsb.whohasdonesth.toharmyou)himforwhathehasdone.

4.Pleasebe(nottalkingmuchaboutyourownabilities)whenyouaskothersforhelp..

5.Thesetwobookare(alike,butnotthesame)

6.Heisan(fullofenergy)student.

(1.matches2.wise3.forgive4.modest5.similar6.energetic)

三、根据首字母写出句中单词

1.Weshouldpayatowhatteacherssayinclass.

2.Peoplecan’tlivewairorwater.

3.Hehasagoodsenseofh,andheoftenmakesuslaugh.

4.Heisagenerousperson.Heiswillingtoforgiveothersfortheirf.

5.Ayearisdinto12months.

6.Heissos________thatheonlythinksofhimself.

7.Amyise_________enoughtomakefriendseasily.

8.Suzyworkedallnight.Soshelookst______now.

9.Lucyisp_______enoughtowaitwithoutgettingangry.

10.Itisc_______ofJimtomakesomanymistakesintheexam..

11.Hehasallgoodqtoagoodmonitor.

12.Davidisconfident.Heisnotafraidofmakingas_______inassembly.

13.ItisgenerousofSamtobuyalargechocolatecarformybirthdayg.

14.Helikestodreamabouteverything.Heisi.

15.Theyoftenawitheachother,becausetheyoftenhavedifferentopinions.

(1.attention2.without3.humour4.faults5.divided6.selfish7.easy-going

8.tired9.patient10.careless11.qualities12.speech13.gift14.imaginative15.argue)

Step3Presenting

Iwillhelpstudentsreviewthegrammarofthisunitlikethis:

WhydoclassmateschooseDavidtobethechairpersonoftheStudents’Union?

Iwillaskstudentstoanswerthisquestionwiththesentencepatterns‘Itis+adj+of+sb+(not)todosth’和sb/sth+be+adj+enough+todosth’

Step4Practicing

1.IwillaskstudentstofinishPartAonpage19ontheirown.Thenchecktheanswer(1.of2.goodenough3.totake4.tosay)

2.Readthedialoguetogether.

3.Iwillgivestudentssomemoreexercisestorevisethegrammarofthisunit.

Translation：

1.你那样说是不对的。

It’swrongofyoutosaythat.

2.他真傻，这么简单的题目都不会做。

Howsillyofhimnottoworkoutsuchaneasyproblem.

3.你能帮我真是太好了。

It’skind/niceofyoutohelpme.

4.他把作业落在家，真是粗心。

Itwascarelessofhertoleaveherhomeworkathome.

5.对这个孩子来说搬这个盒子比较困难。

It’squitedifficultforthechildtocarrythebox.

6.对一个舞者来说，保持苗条是重要的。

It’simportantforadancertokeepfit.

7.他很富有可以买车。

Heisrichenoughtobuyacar.

8.她够聪明，算得出这道数学题吗？

Isshecleverenoughtoworkoutthismathsproblem?

9.他不够壮而搬不动那个重盒子。

Heisn’tstrongenoughtocarrytheheavybox.

10.他很有耐心在这儿等了4个钟头。

Heispatientenoughtowaitherefor4hours.

Step5DoingHomework

1.ReadandrecitePartAonPage19.

2.Reviewthewholeunitforthecomingexam.

Part2:TeachingMaterial(第一部分：教学材料)

Ⅰ、重点难点详解

1.Youshouldn’tworryaboutnothavingbreakfast.(P.2)你不应该担心没早饭吃。worryaboutnotdoingsth.,意为“担心做不成某事”，about是介词，后接名词或动名词（即动词-ing形式），而notdoing就是其否定形式。如：Mymumoftenworriesaboutme.我妈妈常为我担心。Don’tworryaboutnotdrinkingwater.不用担心没水喝。

2.Ayearisdividedinto12differentstarsigns.(P4)一年被分成12个不同的星座。bedividedinto意为“被分成…”，这是一个被动语态的句子。又如：Ayearisdividedintofourseasons.一年分成了四个季节。Thewholeclassisdividedinto4groups.全班分成了四组。

3.Somepeoplebelievethatpeoplebornunderthesamestarsignsharesimilarcharacteristics.(P4)有些人相信，属于同一星座的人具有相似的性格特征。similar，在这里是形容词，其意思是“相似的”。如：Wehavesimilarhobbies.我们爱好相仿。Myteachingstyleissimilartothatofmostotherteachers.我的教学风格和多数老师相似。Thetwohousesaresimilarinsize.这两座房子大小差不多。

4.Youarepatientanddonotgiveupeasily.(P4)你很有耐心不会轻易放弃。patient，在这里是形容词，其意思为“有耐心的”如：She’sverypatientwithyoungchildren.她对幼儿特别有耐心。其反义词是impatient;作名词时patient意为“病人”。如：Thepatientsaretakengoodcareofinthishospital.这些病人在这家医院被照料的很好。

giveup，意思是“放弃”，在句中可带宾语，也可不带宾语，带宾语时，宾语可以是名词、代词或动名词。如：Atlast,hegaveuphisfoolishideas.最后，他放弃了他那些愚蠢的想法。You’dbettergiveupsmoking.你最好把烟戒掉。Ilikeplayingfootball,butIhavetogiveitupbecauseoftoomuchhomework.我喜欢踢球，但由于作业繁忙我不得不放弃。

5.Youlikesavingmoneyandcooking.(P4)你喜欢节约和烹饪。这里save作动词，其意思为“积攒”，如：I’msavingforanewbike.我正攒钱买辆新自行车。另外save还可以理解成“挽救”“拯救”，如：Doctorswereunabletosaveher.医生未能把她救活。

6.Youlovepeaceanddonotliketoarguewithothers.(P5)你喜欢和平不喜欢与别人争论。这里argue作动词，意思为“争论”“辩论”，短语arguewithsb.aboutsth.意为“与某人争论某事”如：Healwaysargueswithhisbrotheraboutpolitics.他和他兄弟总是争论政治问题。还可以理解为“论述”和“表明”，如：ColumbusarguedthathecouldreachIndiabygoingwest.哥伦布论证说向西去就能到达印度。Hisaccentargueshim(tobe)anortherner.他的口音表明他是北方人。

7.Youarebusinesslikeandareoftensuccessful.(P5)你有条不紊，成功率高。successful，在这里作形容词，意思为“成功的”，如：Hisuncleissuccessfulinhisbusiness.他叔叔事业有成。successful的动词形式为succeed，一般用作不及物动词,succeedinsth./doingsth.表示“在某方面取得成功”。如：ThistimeIsucceededinpassingtheexam.这次我成功得通过了考试。successful的名词形式为success,如：Weallhopetheshowtobeagreatsuccess.我们都希望这次表演成功。

8.Youliketodreamabouteverything.(P5)你喜欢幻想。dreamabout/of，这里dream是不及物动词，意思是“做梦”“梦见”“梦想”，后面接介词about或of短语。如：Ididn’tdreamlastnight.我昨晚没做梦。Idreamabout/oftravelingaroundtheworld我梦见环游世界。Whatdidyoudreamaboutlastnight?你昨晚梦见什么？dream也可做及物动词，后接同源名词dream或that从句。如：Idreamedasweetdreamlastnight.我昨晚做了个美梦。HedreamedthathewasinShanghai.他梦见在上海。dream还可以用作名词，意为“梦”“理想”。如：Ourdreamwillcometrueoneday.我们的梦想总有一天会实现的。

9.Danielisclever,buthenevershowsoff.(P8)丹尼尔很聪明，但他从不炫耀。showsoff，这里showoff意思为“炫耀自己”，如：Hejustlikesshowingoff.他就喜欢卖弄自己。showsb./sth.off意为“炫耀某物”。如：Shewantedtoshowoffhernewhusbandattheparty.她想在晚会上炫耀她的新婚丈夫。

10.Danieliskindenoughtohelphisfriendsallthetimes.(P10)丹尼尔太好了，他在任何时候都帮助他的朋友。atalltimes,意为“随时,永远”，在句中作状语,常置于句末。

又如:Iamreadytohelpyouatalltimes.我随时都愿帮助你.

11.Heisimaginativeenoughtocomeupwithnewideas.(P15)他充满想象力，能想出新点子。comeupwith,意为“找到或提出(答案、办法等)”,在句中作谓语,后边接用名词宾语。相当与“thinkof”又如:Atlasthecameupwiththeanswertothedifficultquestion.最后他找出了这个困难问题的答案。

Ⅱ、练习

一、根据中文、英文解释或句意填入恰当的单词

1.Ourteachersarealways(耐心的)tous.

2.AllmyclassmatesthinkDavidisagood____________.(主席)

3.Lastyear,he(积攒)enoughmoneytobuyacomputer.

4.Danielis______________(合适的)personforthejobinourclass.

5.Histie(gowellwith)hisshirtverywell.

6.Pleasebe(nottalkingmuchaboutyourownabilities)whenyoumakefriendswithothers.

7.I’llnever(stopfeelingangrywithsb.whohasdonesth.toharmyou)himforwhathedid.

8.Peoplecan’tlivewairorwater.

9.Amyise________enoughtomakefriendseasily.

10.Hehasallthegoodqtobealeader.

二、用括号内单词的适当形式填空

1.Issheverygoodat(plan)things?

2.Thestudentisvery(energy)andoutgoing.

3.Hedidhisbesttogiveup(smoke)lastyear.

4.It’scorrect(notlet)strangepersonscomeintoyourhouse.

5.HegotthebestmedicaltreatmentfromORBISwithout(pay)anymoney.

6.Students__________(give)toomuchhomeworkeveryday!

7.PCisshortfor___________(person)computers.

8.–Thanksalot.-Itismy_________(pleasant).

9.Youshouldbeconfidentenough________(take)thisjob.

10.Heisn’tafraidof(make)aspeechinfrontofthewholeschool.

三、单项选择

()1.Ayearisdivided____________12months.

A.inB.intoC.aboutD.of

()2.It’screative____________you____________thisgoodidea.

A.of,comeupwithB.for,thinkof

C.of,tocomeupwithD.for,tothinkof

()3.A____________personcaresonlyabouthimself/herselfinsteadofothers.

A.impatientB.selfishC.unfairD.curious

()4.Amywantstobeagoodteacher.Theunderlinedpartis____________.

A.predicateB.predicativeC.adverbialD.attributive

()5.Youshouldn’tworryabout____________breakfastthen.

A.havingB.nothavingC.nothaveD.have

()6.Youshouldstudyhard,____________youcan’tcatchupwithothers.

A.otherwiseB.becauseC.thoughD.so

()7.Idon’tthinkyouareas________asmyuncle.He’smuch________thanyou.

A.smart,smarterB.smart,smartC.smarter,smartD.smarter,smarter

()8.Hewill____________thechairpersonoftheStudents’Union.

A.recommendB.berecommended

C.recommendasD.berecommendedas

()9.–Wouldyoumind____________thewindowforme?–It’stoocold.

A.openB.closeC.openingD.closing

()10.Sandyisn’t____________tohelphisteacher____________thework.

A.activeenough,withB.inactiveenough,with

C.inactiveenough,onD.activeenough,on

四、句型转换

1.Shelovestolookafterothers.(改为同义句)

Shelovestoothers.

2.Hehadlunchbuthedidn’twashhishands.(改为同义句)

Hehadlunchhishands.

3.Mybrotherisenergetic.(改为同义句)

Mybrotheris.

4.Youarekindenoughtogiveyourseattotheoldman.(改为同义句)

It’s___________you____________yourseattotheoldman.

5.Heboughtmesomenicegifts.(改为一般疑问句)

____________he____________nicegiftsyou?

6.Heisoutgoing.(对划线部分提问)

Whatdoyouhim?

五、改错（每句只有一处错，请划出并在横线上改正）

1.Iwillhavealotoftoeattoday.

2.Theboardwrites,“Nosmoking.”

3.Youagenerouspeopleandyouliketohelppoorpeople.

4.Ifyouneedmyhelp,pleasecallmeat83844578.

5.Mr.Wuoftenexplainsthingsforus.

6.Sheiskindwitheveryoneandneversaysabadwordaboutanyone.

7.It’ssillyofyoudon’tlistentoyourteacherscarefullyinclass.

8.Millieisworryingaboutnotpasstheexam.

9.Iwishyouagoodluck.

10.HeisthesuitableststudentforthechairpersonoftheStudents’Union.

六、根据汉语提示完成句子

1、你没必要担心得不到我们的支持。

Youdon’thavetooursupport.

2、一年有12个月。

Ayear12months.

3、请注意细节。

Pleasedetails.

4、他总愿意宽恕别人的过错。

Healways.

5、我试了几次，但最后还是放弃了。

Itriedsometimes,butIintheend.

6、杰姆有很强的乐感。

Jimmusic.

7、他喜欢炫耀。

Helikesto.

8、你能想出一个办法来解决这个问题吗？

Canyoutosolvethisproblem?

9、你怎么度过暑假剩余的的日子啊？

Howdoyouspendthesummerholiday?

10、我不害怕一个人在家。

Iathomealone.

11、请帮我保密。

Pleaseme.

12、在数学考试中，我经常得了满分。

Iofteninthemathsexams.

13、你介意帮助我学英语吗？

DoyoumindmyEnglish?

14、她已经打了好几个小时电话了。

Sheforhours.

15、我想推荐西蒙担任学生会主席。

IwouldlikethechairpersonoftheStudents’Union.

参考答案

一、1.patient2.chairperson3.saved4.suitable5.matches

6.modest7.forgive8.without9.easy-going10.qualities

二、1.planning2.energetic3.smoking4.nottolet5.paying

6.aregiven7.personal8.pleasure9.totake10.making

三、BCBABAADDA

四、1.takecareof2.withoutwashing3.fullofenergy4.kindof,togive

5.Did,buyany,for6.thinkof

五、1.去掉of2.writes-says3.people-person4.at-on5.for-to

6.with-to7.don’t-notto8.pass-passing9.去掉a10.suitablest-mostsuitable

六、1.worryaboutnothaving2.isdividedinto3.payattentionto

4.forgivesothersfortheirfaults5.gaveup6.hasagoodsenseof

7.showoff8.comeupwith/thinkofanidea9.therestof

10.amnotafraidofstaying11.keepthesecretfor12.getfullmarks

13.helpingmewith14.hasbeenonthephone15.recommendSimonas

9AUnit4

一、教材分析：
１、教材的地位及作用：
这是牛津英语9A第二模块（teenagelife青少年生活）的第四单元第四课时—词汇教学（不同的电视节目）。本单元围绕做“电视节目TVprograms”这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年成长的另一个方面来拓展话题的。２、教学目标：（德育目标、知识目标、能力目标）
德育目标：让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。知识目标：
(１)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）
(２)学习单词cartoon,documentary,chatshow,comedy,dramaseriesandsoon)
能力目标：提高学生听、说、读、写及知识运用的综合能力。
确立教学目标的依据：
1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学习了解不同节目的特点。
难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。
三、教学方法：
通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
１、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式Icanfeelrelaxedbydoingsomething.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的电视节目是什么？谁是你最喜欢的电视节目主持人？
２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。
３、反复操练和巩固应用
　为了调动学生的积极性，利用Workinpairs,ingroup,及Boysask,Girlsanswer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。同时注意让学生在练个别词汇的时候注意词不离句。
４、反馈练习让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。
５、归纳总结
本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
６、展示板书Unit4TVProgramsPeriod4VocabularyCartooncomedychatshowgameshowdocumentarydramaseriesIlike____because_________Iprefer_____to______because_______.

9AUnit3Teenageproblems教案

每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划，才能规范的完成工作！有没有出色的范文是关于教案课件的？下面是由小编为大家整理的“9AUnit3Teenageproblems教案”，欢迎您阅读和收藏，并分享给身边的朋友！

总课题

9AUnit3Teenageproblems

总课时

10

第1课时

课题

ComicstripWelcometotheunit

课型

新授

教学目标

知识目标

1.Knowthespellingofsomewordsandusageofsomephrases2.Knowthedifferentmeaningsof‘get’

能力目标

1.Talkaboutproblemsandtheircauses.2.Thinkaboutone’sproblemsandhowtodealwiththem

情感目标

Expressproblemsandtalkaboutsolutions.

教学重点

Talkaboutproblemsandtheircauses.

教学难点

Expressproblemsandtalkaboutsolutions.

课前预习

1.Previewthenewwordsandphrases2.Pre-learnPeriod1:ComicstripWelcometotheunit

教学过程

教师活动

学生活动

备课札记

Step1Warm-up1.Explainthatmostteenagershaveproblems.Tellthemthatiftheyeverneedtotalkabouttheirproblems,theyshouldtalktotheirteachers,friendsorfamily.Tellthemthathavingaproblemisnothingtobeashamedof-----everyonehasworriesfromtimetotime.2.Doasurveyoftheproblemsthatthestudentsintheclasshave.3.Discusstheproblemsquestionedbythestudents.Step2.Comicstrip1.Askthestudentstolistentothetapewiththebooksclosed.Andthenansweraquestion“WhatproblemhasEddiegot?”.2.TellthemthatEddieisgettingfat.Here“get”means“become”.Whatothermeaningsdoes“get”have?Listenandthinkwhatproblemstheyhave.WorkinpairsDiscusssomeproblemsListenandprepareforthequestionThinkabouttheusagesof“get”从学生身边的话题谈起，引发学生思考并讨论。引申get的不同含义，开展拓展性学习。

教学过程

教师活动

学生活动

备课札记

选用所给词组的适当形式填空：getagoodmark,getsomehelpfrom,getenoughsleep,

getexcited,getabus,getmarried

1).Myuncle______________lastyear.2).DidyouhearSimon__________________intheexam?3).Youdidn’t______________,didyou?4).Theaudience_____________whentheysawHelloKitty.5).Myfather_____________toworkeveryday.6).Shallwe________________fromanadviser?Step3.Welcometotheunit.PartA1.Review“noisy”and“quarrel”.Explainthestudentsthedifferentmeaningsofthetwowords.(thesewordsmean“fullofnoise”and“argue”).2.AskthemtoworkinpairstocompletePartAonpage39.Onceallstudentshavefinished,askonestudentatatimetoreadoutwhattheyhavewritten.Listenformistakesandmispronunciation.PartB1.Makeasurveyoftheproblems.Writethefollowingheadingsontheboard:Notenoughsleep

Notenoughtimetodohomework

Toonoisytostudy

Lonely

Arguewithcousin/classmate/parent

Parentsarealwaysbusy

2.Readouteachprobleminturn,andaskstudentstoraisetheirhandsiftheyhavethisproblem.Makeatallyoftheproblemsthatstudentshave.Thiswillreinforceagroupfeeling.Finally,makeanoteofthebiggestproblemtheclasshas.Writethefollowingontheboard:“ThebiggestproblemClass…Grade...hasis…”

3.ExplainthatpartBisdifferentfromthepreviousexercise,asstudentshavetorankhowbigtheseproblemsareintheirlives.DosomeexerciseswiththegivenexpressionsListenandanswerwhattheyarediscussinginthedialogueCompletePartAonpage39.ReadouteachprobleminturnTrytoanswerthequestion:“ThebiggestproblemClass…Grade...hasis…”Get的不同含义“noisy”and“quarrel”的用法区别.青少年学生常见的问题

教学过程

教师活动

学生活动

备课札记

4.Explaintostudentsthatnumber5meansthatthisisabigproblemforthemwhilenumber1meansitisasmallproblem.5.TellstudentstocompletePartBontheirown.Askvolunteerstogivetheiranswersbutdonotforcestudents.Iftherearenovolunteers,donotgoovertheanswerstothisexercisewiththeclass.Keepthestudents’answersconfidential.Forstrongerclasses,askstudentstoaddwhattheyconsidertobethebiggestproblemsteenagersfacetothelistifthesearedifferenttothoseonthelist.Step4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingCompletePartBontheirown.Dosomeexercisesafterclass

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第2课时

课题

Reading(A)

课型

新授

教学目标

知识目标

Tounderstandhowtowriteaboutproblemsandtoexpressfeelings

能力目标

Toaskforadvice

情感目标

Torecognizeandunderstandvocabularyaboutproblems.

教学重点

Tounderstandhowtowriteaboutproblemsandtoexpressfeelings

教学难点

Toaskforadvice

Torecognizeandunderstandvocabularyaboutproblems.

课前预习

1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod2:Reading(A)

教学过程

教师活动

学生活动

备课札记

Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.ReadingPartA1.Askstudentswhethertheyhavereadadvicecolumns,e.g.,newspapers,magazinesandwebsites.Bringinsomesamplesfromnewspapersandmagazinestoshowstudents.2.Explainthecontext.MillieandSimonhavebothwrittenletterstoayouthworker.3.Askstudentstoscanthetextandseeiftherearewordsthattheydonotknow.Explainthesewordsbriefly.4.ReadMillie’sletteraloud.Askstudentstolistencarefullytoyouandfollowthetextonpage40.Askquestionstocheckunderstanding,e.g.WhatisMillie’sfavoritehobby?(painting)

WhatisMillie’sproblem?(Shedoesn’thaveenoughtimeforhobbiesandhomework.)HavearevisionListentotheirteacherandtrytoanswersomequestionsScanthetextListenandtrytoanswersomequestions和同学们一起讨论属于他们自己的青少年问题

教学过程

教师活动

学生活动

备课札记

5.Askonestudentatatimetoreadaparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.Clarifyanypointsifnecessary.6.ReadSimon’sletteraloud.Askstudentstolistencarefullytoyouandfollowthetextonpage41.Askquestionstocheckunderstanding,e.g.WhendoesSimonplayfootball?(Afterschooluntillate.)

Howdohisparentsfeelaboutit?(Theydon’tlikethisandaskhimtogohomebefore6p.m.)

7.Askonestudentatatimetoreadaparagraph,aftereachparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.Clarifyanypointsifnecessary.8.Somewordsandlanguagepoints:achieve;advice;balance;colourful;giveup;handinStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingReadtheparagraphsandtrytoanswersomequestionsLearnsomewordsandlanguagepoints:DosomeExxafterclass遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第3课时

课题

Reading(B.C.D)

课型

新授

教学目标

知识目标

Tounderstandhowtowriteaboutproblemsandtoexpressfeelings

能力目标

Toaskforadvice

情感目标

Torecognizeandunderstandvocabularyaboutproblems.

教学重点

Tounderstandhowtowriteaboutproblemsandtoexpressfeelings

教学难点

ToaskforadviceTorecognizeandunderstandvocabularyaboutproblems.

课前预习

1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod3:Reading(BCD)

教学过程

教师活动

学生活动

备课札记

Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.Reading(B/C/D)PartB

1.RemindstudentsthatthevocabularythatthevocabularylistedinPartBappearsinMillieandSimon’slettersonpages40and41.Ifstudentsarenotsurewhatawordmeans,itmayhelpthemtoreadthewordincontextonthosepages.2.AskstudentstoworkinpairstocompletePartB.Whenstudentshavecompletealltheanswers,theyraisetheirhands.Thefirstpairtofinishtheexercisecorrectlyisthewinner.3.Whenstudentshavefinished,givethecorrectanswertoeachquestion.PartC

1.TellstudentsthatinPartC,theymustplaytheroleofSigmundFriend,andmust“diagnose”whatiswrongwithMillieandSimon.HavearevisionTrytoremindsomevocabulariesCompletePartB.认识并理解与问题有关的词汇；学会表达情感。

教学过程

教师活动

学生活动

备课札记

PartC

1.TellstudentsthatinPartC,theymustplaytheroleofSigmundFriend,andmust“diagnose”whatiswrongwithMillieandSimon.2.Remindstudentsthattheycanfindalltheanswersinthereadingpassageonpages40and41.Theyshouldcompletetheexercisebyputtingacrossoratickintheblanks.Formoreablestudents,askthemtocompletetheexercisewithoutreferringthebacktothereadingpassage.3.Aftercheckingtheanswerswiththeclass,askmoreablestudentstolookforphrasesorsentencesinMillieandSimon’sletterstosupporttheiranswers.4.Thisisastraightforwardexerciseandstudentsofalllevelsshouldbeabletocompleteitontheirown.PartD

1.Revisekeyvocabulary.Writethefollowingwordsontheboard:advisekeepearlierlaterfocushelpforgetaboutschoolworkgiveuprememberhobbyignorehomeworkgohomepaintingstudyspendhoursworkhardtimedrawingstayouthours2.Explainthatforeachwordinthecolumnontheleft,thereisarelatedwordinthecolumnontheright.Thewordsmaybeopposites,synonymsorrelatedwords.Pointtothefirstwordandasktheclasstofindthematchingwordintheright-handcolumn.3.Askvolunteerstocometothefrontoftheclassanddrawalinebetweentwowordstolinkthem.Gothroughthewordsinthetwocolumnswithstudentsbeforeaskingthemtomatchthewords.Completetheexercisebyputtingacrossoratickintheblanks.Revisekeyvocabulary.Drawalinebetweentwowordstolinkthem.认识并理解与问题有关的词汇；学会表达情感。

教学过程

教师活动

学生活动

备课札记

4.Answersareasfollowings:advisekeep(opposite)earlierlater(opposite)focushelp(synonym)forgetaboutschoolwork(relatedword/opposite)giveupremember(opposite)hobbyignore(opposite)homeworkgohome(opposite)paintingstudy(relatedword)spendhoursworkhard(relatedword)timedrawing(relatedword/synonym)stayouthours(relatedword)5.Oncestudentsareclearaboutthevocabulary,askthemtocompletePartDonPage43.Moreablestudentscancompletetheexerciseontheirown.Lessablestudentscanworkinpairsorsmallgroups.6.OncestudentshavefinishedPartD,asktwostudentstoreadthelettersaloud.Praisestudentsforareaswheretheydowell.Trynottofocustoomuchontheirmistakesasthiswillcrushtheirconfidencewhenspeakinginfrontoftheclass.Step3.PracticeStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingFinishtheexercise,makesuretheyaremorefamiliarwiththewordsandcanusethemCompletePartDonPage43.DosomeExxafterclass.认识并理解与问题有关的词汇；学会表达情感。

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第4课时

课题

Vocabulary

课型

新授

教学目标

知识目标

Tounderstandthedifferentmeaningsoftheverb“tobe”

能力目标

Tousetheverb“toget”whentalkingaboutproblems

情感目标

Torecognizeandunderstandvocabularyaboutproblems.

教学重点

Tounderstandthedifferentmeaningsoftheverb“tobe”Tousetheverb“toget”whentalkingaboutproblems

教学难点

Torecognizeandunderstandvocabularyaboutproblems.

课前预习

1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod4:Vocabulary

教学过程

教师活动

学生活动

备课札记

Step1.Revision.RevisesomethinglearnedinthelastperiodStep2.VocabularyPartA

1.ExplainthatthewordsintheboxatthetopofPage44aresynonymsoftheverb“toget”belowthepictures,andcanbeusedtoreplace“get”ineachpicture.2.AskstudentstoworkinpairstocompletePartA.3.Forweakerclasses,askstudentstoreadouttheanswerforeachpicture.Forstrongerclasses,afterstudentshavereadouttheanswers,askthemtomakesentencesusingthephrasesunderthepictures.PartB

1.ExplaintostudentsthattheycanusetheiranswersfromPartAtohelpthenwiththeexerciseinPartB.forweakerclasses,studentscanworkinpairstocompletePartB.Forstrongerclasses,studentscanworkontheirown.2.Forstrongerclasses,oncestudentshavefinished,asktwostudentstoreadoutthewholeletter.Complimentthemonpartsofthelettertheyreadparticularlywell.HavearevisionListen,think,andtrytodosomeexx.inPartA.WorkinpairstocompletePartB.复习巩固与问题有关的词汇；学会表达情感。

教学过程

教师活动

学生活动

备课札记

PartB

1.ExplaintostudentsthattheycanusetheiranswersfromPartAtohelpthenwiththeexerciseinPartB.forweakerclasses,studentscanworkinpairstocompletePartB.Forstrongerclasses,studentscanworkontheirown.2.Forstrongerclasses,oncestudentshavefinished,asktwostudentstoreadoutthewholeletter.Complimentthemonpartsofthelettertheyreadparticularlywell.3.Forweakerclasses,askstudentsiftheyhavethesameproblemsasAmy.Askstudentstoraisetheirhandsiftheydo.Forstrongerclasses,askstudentswhattheiradvicewouldbeforAmy.Step3.PracticeStep4Homework1.Revisethisperiod2.Pre-learnthenextperiodStep5.NotesafterteachingWorkinpairstocompletePartB.Practiseanddosomeexxafterclass.复习巩固与问题有关的词汇；学会表达情感。

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第5课时

课题

Grammer(A,B)

课型

新授

教学目标

知识目标

1.Touse“wh-”words+“to”infinitivestotalkaboutproblems.2.Tolearnaboutsentencestypes3.Tostudyfivekindsofsentencesstructures

能力目标

Graspthestructuresof“wh+todosth.”,fivekindsofsentences

情感目标

Talkaboutproblemswith“wh+todosth.”

教学重点

“wh+todosth.”structure,sentencestypes,fivekindsofsentencesstructures

教学难点

Talkaboutproblemswith“wh+todosth.”

课前预习

1.Previewthenewwordsandphrasesofthisperiod2.Pre-learnPeriod5:Grammar(AB)

教学过程

教师活动

学生活动

备课札记

Step1.RevisionRevisesomethinglearnedinthelastperiod.Step2.Grammar(AB)PartA

1.Remindstudentsthatwhenwetalkabout“wh-”words,wemeanquestionwords.i.e.,what,when,why,where,who,how2.Forstrongerclasses,introduce“whom”and“whose”.“Whom”istheobjectpronounformof“who”,e.g.Whomdidyouinvitetotheparty?However,itisrarelyusednowadaysexceptinformalcontexts.Normally,wesimplysay“who”.“Whose”isthepossessiveformof“who”,e.g.“Whosebookisthat?3.Explaintostudentsthattheyneedtousethe“wh-“words+todostructuretocompletetheexerciseonpage45.The“wh”-wordscanbeusedmorethanonce.4.ThisisafairlychallengingexerciseandallstudentswillHavearevisionRemind“wh-”wordsCompare“who”with“whom”,”whose”练习来巩固所学的内容

教学过程

教师活动

学生活动

备课札记

benefitfromguidance.Forstrongerclasses,askstudentstodoitbythemselvesandthenchecktheiranswers.Lessablestudentswillbenefitfromworkinginpairs.Moreablestudentscanworkontheirown,butencouragestudentstosharetheirdifficultieswiththeclass.Ifonestudentsfindssomethingdifficult,itislikelythattheothersdotoo.Beonhandtoofferhelpforthisexercise.Forweakerclasses,tellstudentsthatitmaybeeasieritmaybeeasieriftheyfindeitherthe“wh-“wordor“to”-infinitivefirstbeforeworkingoutthewholeanswer.5.Oncestudentshavefinished,chooseonestudenttoplaythepartofMillieandanotherstudenttoplaythepartofSigmund.Askthemtoreadtheconversationaloud.Checkforincorrectanswersandmispronunciation.Forweakerclasses,askseveralpairsofstudentstoreadoneexchangeeach.PartB

1.Asawarm-upactivity,writethefollowingformontheboard:Statement(positive)Statement(negative)QuestionImperativeExclamation2.Askstudentstomakeupasentenceineachblankontherightaccordingtotherequirementontheleft.Studentsmakeuptheirownsentencesonapieceofpaper.Lessablestudentscanworkinpairs.Encouragemoreablestudentstoworkontheirown.3.Askastudenttocometothefrontoftheclassandwritethesentenceintherightcolumn.Iftheansweriscorrect,he/shecanchoosethenextstudentstothefronttocontinue.Ifnot,youchoosethenextstudent.4.Gothroughthetableatthetoponpage46.Askstudentsiftheyhaveanyquestions.Makesuretheyunderstandthefourtypesofsentences.Listen,andbefamiliarwiththetwostructures,thenpracticethemReadtheconversationaloudMakeupasentenceineachblank.

先和同学们熟练这两句型，然后操练

5.Tellstudentsthebasicuseofastatementistogiveinformation,e.g.,“MilliewrotetoSigmundFriendforadvice.”Thenegativeformofthisstatementis“MilliedidnotwritetoSigmundFriendforadvice.”Somestatementsdomorethangiveinformation.Theycanalsobeusedtoaskforinformation,expressapprovalorsympathy,thanksomeone,giveordersorprovideanoffer.6.Tellstudentsthebasicuseofaquestionistoaskforinformation,e.g.,“Whendoyouusuallygotoschool?”Wecanalsousequestionsinotherways,suchasmakingrequests,e.g.,“CanIhaveacupoftea,please?”makingsuggestions,e.g.,“Shallwebringmorewater?”,makingoffers,e.g.,“CanIhelp?”oraskingforpermission,e.g.,“MayIcomein?”7.Tellstudentsthattheimperativeformisthebaseformoftheverb.Theimperativeisusedtogiveordersortogetsomeonetodosomething.Whengivingorders,youexpectthepersonwillobey.Forexample,whenIsay“Stopmakingsomuchnoise!”,Imeanthat“Youshouldstopmakingnoise.”Animperativecanalsobeusedtogivesuggestions,warnings,instructions,invitationsorgoodwishes.8.Tellstudentsthatanexclamationisasentencespokenwithemphasis.Wecanuse“what”or“how”tostartanexclamation,e.g.,“Howluckywearetoday!”“Whataluckyday!”9.Explaintostudentsthatintheexerciseonpage46theymustidentifythedifferenttypesofthesentencesandwritethecorrectanswersintheblanks.Thisisafairlysimpleexercise.Studentscanworkouttheirown.10.Oncestudentshavefinished,asktheclasstochecktheanswerswithyou.Step4PracticeStep5.HomeworkStep6.NotesafterteachingStep5.ApplenMakesuretounderstandthefourtypesofsentences.Listen,andbefamiliarwiththetwostructures,thenpracticethemPractiseanddosomeexerciseafterclass.

先和同学们熟练这些句型，然后操练

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第6课时

课题

GrammarII

课型

新授

教学目标

知识目标

1.1.Tostudyfivekindsofsentencesstructures2.Tolearntouseobjectcomplements

能力目标

Todeveloptheabilitiesofreadingandwriting

情感目标

Tobeahappy,livelyteenagersafterlearningthislesson

教学重点

Fivekindsofsentencesstructuresandobjectcomplements

教学难点

Fivekindsofsentencesstructuresandobjectcomplements

课前预习

Previewthenewwordsandphrases，revisedifferentpartsofasentence

教学过程

教师活动

学生活动

备课札记

I．HavearevisionII.AskSstolookatthetableatthetopofPage47.TellSsthatanobjectcomplementisanadjective(oradjectivephrase)oranoun(ornounphrase)thatrelatestotheobject.EncourageSstoaskquestionsaboutobjectcomplement.III.TellSsthatnotallverbscanbefollowedbyanobjectcomplement.IV.Explainthecontext.SsshouldcircletheobjectcomplementfoundinMillie’shomework.AskmoreableSstoworkontheirownandlessableSstoworkinpairs.EncourageSstoreporttheirdifficultiestotheclass.Bereadytoofferhelpforthisexercise.V.ExplaintoSsthatdifferentcombinationsofthesentenceelementsformdifferentsentencestructures.VI.ExplaintheexerciseinPartD1onPage48.MoreableSsmayworkontheirownwhileweakerSsmayworkinpairs.Lookatthetablecircletheobjectcomplementreporttheirdifficultiestotheclass先复习句子成分让学生自己理解宾补的用法

教学过程

教师活动

学生活动

备课札记

Notes:1.Ifindhimkind.我发现他很和蔼。及物动词+宾语+宾补宾补可以是名词（或短语）、形容词（或短语）、介词（或短语）、动词不定式、分词充当。名词（或短语）：WethinkLiPingthebeststudentinourclass.TheycallthegirlLucy.Ifindhimaverysmartboy.形容词（或短语）：IbelieveTom(tobe)honest.Thenewcoatkepttheboywarm.Thenewsmademehappy.介词（或短语）：Ifindherathomeinsteadofatwork.动词不定式I’dkikeyoutocomeandseeme.Theteacherwantsustohandinourhomeworktomorrowmorning.Hemadethehorserunallthetime.分词：Ifoundamanwalkingintoherroom.Canyouhearsomeonesingingonthenextroom?Isawhimgettingonthebus.在上述句子结构中，有些句子的宾语是宾语补足语的施动者，因此这些句子可以改为宾语从句。Ifoundhimintheshop.=Ifoundthathewasintheshop.Isawhimgettingonthebus.=Isawthathewasgettingonthebus.VII．SumupandexercisesVIII．Homework1.Revisethisperiod.2.Pre-learnthenextperiodworkinpairsTranslatesomesentences精讲精练辅以练习

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第7课时

课题

Integratedskills

课型

新授

教学目标

知识目标

1.Toextractinformationfromastudentprofile2.Towritenotesaboutastudentprofile3.Toextractinformationfromaconversation4.Towritearecordofavisit

能力目标

Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.

情感目标

Beahappy,livelyteenagersafterlearningthislesson

教学重点

Tolistenandwritenotesaboutastudentprofileandextractinformationfromtheconversation

教学难点

Tolistenandwritenotesaboutastudentprofile

课前预习

TogetasmuchinformationaboutTeenageproblemsaspossible

教学过程

教师活动

学生活动

备课札记

I.HavearevisionII.ReadthroughSue’sprofileonpage50withstudents.Askthemtothinkaboutwhattheirstudentprofilewouldsay.Writethefollowingontheboard.Name:Class:Grade:SubjectsIlike:SubjectsIdonotlike:III.Askthestudentstothinkaboutsomethingtheyareverygoodat.Itdoesnotneedtobeaschoolsubject.Itcouldalsobeahobby.Thiswillreinforcetheirconfidence.Pointouttostudentsthatnoonecanbegoodateverything.EveryoneTranslatesomesentencesanddosomeerercisesReadthroughSue’sprofileThinkanddiscuss适当的进行一些学生的心理辅导

教学过程

教师活动

学生活动

备课札记

hasdifferentskillsandtalents.IV.AskastudenttoreadSue’sprofilealoud.ExplaintostudentsthatsomeoftheinformationinthestudentprofilewillhelpthemtocompletethenotesaboutSue.(tellstudentsthattheywillnotbeabletofindalltheanswersintheprofile.)Tellstudentstolookcarefullyatwhattheyhavewritten,andpayattentiontothegapstheyhavenotyetbeenabletofill.VI.Playtherecordingagain,stoppingsothatstudentscanwritetheiranswers,ifyoufeelthisisnecessary.Tellstudentstolookattheiranswers.Iftheystillhavesomeunfilledgaps,askthemtoreadtheprofileagainatthetopofthepageincasetheyhavemissedsomething.Thenplaytherecordingoncemorewithoutstopping.VII.Askstudentstoreadoneanswereach.Checkformistakesandmispronunciation.Playtherecordingagainoncestudentshavecompletedtheexercise.IX.Explaintostudentsthattheycanusetheprofileandthenotefrompage50tohelpthemcompletePartA3onpage51.Dividetheclassintopairs.Eachpairmustworktogethertocomeupwiththecorrectanswers.Thefirstpairtogetalloftheanswerscorrectwins.Askapersonfromeachpairtoreadonesentenceatatime.Encouragestudentstolistenformistakesandraisetheirhandswhentheyhaveaquestion.X.Review“worried”,“reply”,“e-card”and“advice”.Askstudentstovolunteersomedefinitions.XI.Askstudentstoworkinpairs.Tellthemtoreadtheconversationaloud,thenchangerolessnreadtheconversationagain.XII.Checkstudents’conversationofthepassage.Askthemthefollowingquestions:Whohasaproblem?(Millie)Whatisherproblem?(Herpenfriendhasn’trepliedtohere-mails.)readSue’sprofileListenandwiteReadandcheckcompletePartA3readandlistenReadAskandanswerconsolidateswhatstudentshavelearntandgivesthemasenseofachievement.

教学过程

教师活动

学生活动

备课札记

DoesAmyagreethatMillie’spenfrienddoesn’twanttowritetoheranymore?(No.)WhydoesAmythinkMillie’spenfriendhasn’twritten?(She’)WhatadvicedoesAmygiveMillie?(Millieshouldsendane-cardtoherpenfriendandletherknowshemissesherverymuch.)DoyouthinkMilliefeelsbetterafterdiscussingherproblemwithAmy?(Yes.)Askstudentstoreplyusingfullsentences.XIII.Askthestudentstousetheconversationasamodeltotalkabouttheirownproblemsandgiveadvice.Askthemtopracticetheirnewconversations.Allowlessablestudentstowritedowntheirconversationsbeforepracticingwithapartner.Walkaroundtheclassandgivehelpwherenecessary.Askafewpairstoreadtheirconversationsaloudtothewholeclass.IVX.SumupandexercisesVX．Homework1.Revisethisperiod.2.Pre-learnthenextperiodVIX.NotesafterteachingMakethesimilarconversationandpracticereadtheconversations

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第8课时

课题

Studyskills

课型

新授

教学目标

知识目标

1.Toformthehabitofproofreadingandrevisingwork2.Torecognizecommonlanguagemistakes3.Tocorrectmistakesinwrittentext

能力目标

Toformthehabitofproofreadingandrevisingworkanddeveloptheabilityofwriting

情感目标

Tobeahappy,livelyteenagersafterlearningthislesson

教学重点

Torecognizecommonlanguagemistakes

教学难点

Toformthehabitofproofreadingandrevisingwork

课前预习

Tofindoutasmanymistakesoftenmadeinthewritingsaspossible

教学过程

教师活动

学生活动

备课札记

I.HavearevisionII.Askstudentswhetherthechecktheirworkornot.Askthosewhodotoraisetheirhands.Askthesestudentswhethertheyoftenfindmistakeswhentheycheckthroughtheirwork.Askstudentswhodonotcheckthroughtheirworktoraisetheirhands.Askthemwhytheydonotchecktheirwork.III.Explaintostudentsthatcheckingworkaftertheyhavefinisheditisaveryimportanthabittodevelop.Tellstudentsthattheyshouldchecktheirworkaftertheyhavefinishedit----bothhomeworkandclasswork.TranslatesomesentencesPuthandsandanswerwhyMakeasurvey解释作业后检查的重要性

教学过程

教师活动

学生活动

备课札记

IV.Tellstudentsthatwhentheyaredoingexams,theyshouldalwaysallowthemselves5-10minutesattheendtocheckthroughtheirwork.Theymaybeabletocorrectcomecarelessmistakes.V.Askstudentstolookatthewordboxonpage52.Tellthemthesearethethingstheyshouldcheckfor.AskstudentstoreadMillie’sreportandunderlineallthemistakesandclassifythesemistakesaccordingtotheirtypes.Lessablestudentmightneedhelpwiththisexercise.Allowthemtoworkinpairs.Tellstudentswherethemistakesareandsimplyaskthemtowritethetypesofmistakesandmakecorrectionsifnecessary.V.Askfivestudentstoreadoutacorrectedparagrapheach.Asktherestoftheclasstocheckforcorrectanswers.VISumupandexercisesVII．Homework1.Revisethisperiod.2.Pre-learnthenextperiodreadMillie’sreportandunderlineallthemistakesandclassifythesemistakesreadoutthecorrectedparagraph教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第9课时

课题

Maintask

课型

新授

教学目标

知识目标

1.Toansweraquizaboutcausesofstress2.Tomakeawritingplanforaletter3.Towritealetteraboutstressproblems

能力目标

Todeveloptheabilityofwritingandtheabilityofdealingwithproblems

情感目标

Tobeahappy,livelyteenagersafterlearningthislesson

教学重点

1.Tomakeawritingplanforaletterandwritealetteraboutstressproblems2.Theabilityofdealingwithproblems

教学难点

Tomakeawritingplanforaletterandwritealetteraboutstressproblems

课前预习

Preparethequizandfindoutmoreproblemsandsolutions

教学过程

教师活动

学生活动

备课札记

I.HavearevisionII.Arousestudent’sinterestbyaskingthemtothinkaboutstresssituationsandhowtheydealwiththem.III.Explainthecontext.Mr.WuhassetaquizfortheClass1,Grade9studentsaboutgoodandbadwaystodealwithproblems.TellstudentsthattheywilltakepartinthequizinPartAonpage53.Readoutonequestionsatatime,aswellasalltheanswerchoices.Studentsshouldworkontheirownandkeeptheiranswerssecret.(Tellstudentstheyarenotallowedtodiscusstheiranswerswiththeirclassmates.Onceyouhavegonethroughallthequestions,askstudentstoswaptheirbookwithanotherstudent.)Readoutthebestanswertoeachofthequestions.Eachstudentmustmarkthebookhe/shehasbeentogiven.PresentapassageandletthestudentscorrectitReadoutthequestionsandworkontheirownandkeeptheiranswerssecretmarkthebookPresentsomepictures

教学过程

教师活动

学生活动

备课札记

Talkaboutwhyonewayofdealingwithproblemsmightbebetterthananother.Askstudentsiftheyhaveotherideasabouthowtodealwithstressfulsituations.IV.AskstudentstocompletePartBontheirown.（RemindstudentsthattheycanusetheinformationtohelpthemcompletethewritingplaninPartB.TheycanalsouseideasthatweregeneratedintheextensionactivityonpageT53.）AskastudenttoreadMillie’sletterinPartCaloud.V.StudentshaveonlytofillintwoblanksbasedontheinformationinMillie’snotes.TellstudentstocompletePartContheirown.VI.ForPartD,copythebeginningoftheMillie’sletterinPartCanddevelopalongerletter.Orencouragemoreablestudentstousesomealternativeconstructions,ratherthansimplycopyingMillie’sletterwordforword.Someusefulwordsandphrasesstudentscanuseinclude:Iamalwaysbusyandrarelyhaveenoughtimeto……Sometimes,itisdifficulttoachieveabalancebetween……

Iworryalotabout……Sometimes,itisverynoisyso……

Iworryalotabout……Mybiggestproblemis……

Alotofstudentsworryabout…Itiscommonforstudentsto……

Thebestadviceafriendgavemewas……

VIISumupandexercisesVIII．Homework1.Revisethisperiod.2.Pre-learnthenextperioddiscusscompletePartBreaddevelopalongerletterThisdiscussionandthesentencesonpage53areusefulforthelaterpartsofthemaintasksection.Tellstudentsthatitisagoodideatomakeawritingplanforanypieceofwriting,whetheritisaletter,anessayorareport.ThisisimportantnotjustforEnglish,butforothersubjectsaswell.

教学反思

总课题

9AUnit3Teenageproblems

总课时

10

第10课时

课题

Checkout

课型

新授

教学目标

知识目标

1.Toreviewkeyvocabularyandgrammaritemstaughtintheunit.2.Togivestudentstheopportunitytopracticethegrammarandvocabularyitems,andtogainconfidentindoingso3.Toallowstudentstochecktheirprogressandaskanyquestionstheymaystillhave

能力目标

Todevelopthestudents’grammarandvocabularyitems

情感目标

Tobeahappy,confident,livelyandhelpfulteenagersafterlearningthisunit

教学重点

Topracticethegrammarandvocabularyitems,andtogainconfident

教学难点

EnabletheSstograspthegrammarandvocabularyitems

课前预习

Tocompletethebracketsinthebookandrevisethegrammarlearned

教学过程

教师活动

学生活动

备课札记

I.HavearevisionII.RevisionthegrammarlearnedinthisunitbytranslatingsomesentencesAskstudentstoreviewthesentencetypes,theobjectcomplementandthefivebasicsentencestructures.Encouragestudentstoaskquestionsiftheyhaveany.III.PartA:Tellstudentsthatthisisrevision.Remindthemthattheyhavealreadylearnthesewordsandgrammaritemssothattheydonotfeeltooalarmed.1．Askstudentswhethertheyknowanyyouthworkers.E.g.,ReadthelettersTranslatesomesentencesintoEnglish呈现一些中文句子，通过翻译句子让学生解释归纳和总结本单元的语法，以掌握学生是否真正的懂了

教学过程

教师活动

学生活动

备课札记

Whatisthenameoftheyouthworker?Ishe/sheagoodyouthworker?Why?Giveanexampleofagoodpieceofadvicehe/shehasgiven.2.TellstudentstocompletePartAontheirown.Whenstudentshavefinished,checktheanswerswiththewholeclass.Studentscorrecttheirownanswersandwritetheirmarksinthepaw.3.Askstudentstoreadouttheadvice,onestudentreadingoneparagraphatatime.4.AskstudentswhethertheythinkSigmundFriendgivesgoodorbadadvice.Askthemtoexplaintheiranswers.IV.PartB:ExplaintostudentsthatinPartB,Amyisthinkingthesewishes.Askstudentswhyshedoesnotsaythewordsaloud.Ifstudentscannottellyou,explainthatWesterncountries,peoplebelieveifyousayawishaloud,itwillnotcometrue.Askstudentstowritetheanswerstothisexerciseontheirown.Thenstudentschecktheiranswersinpairs.V.SumupandexercisesVI．Homework1.Revisethisperiod.2.Pre-learnthenextUnit.AnswercompletePartAreadouttheadviceaskandexplainwritetheanswerschecktheiranswersinpairs介绍西方文化和背景知识

教学反思

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