牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》赛课导学案_17
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》公开课课件_11
Don’t carry much money
2
with us.
4
…
What other safety tips can you think of? Finish your group work.
What can we do to protect children?
We need to find some ways to make ourselves safe.
safety & safe
Parents often worry about our _s__a_fe__ty___. Parents often worry about whether we’re __s_a_f_e____.
Calm down & think about: be careful to pr_e_v_en_t_
What lesson(教训st)hcfarnoymouhagpept efrnoimng this kidnapping?
We need to guard against any possible sadfaentgyertiaprsound us.
Wang Gang Six months in prison
A
B
Name:Wang Gang
Fan Yiming no criminal record
Name:Fan Yiming
Job:(1)__________
Job:(7)__________
Known Guan Dawei
Known Guan Dawei
9A Unit8 Detective Stories Integrated skills
They are good at solving cases like:
牛津译林版九年级英语上册《nit 1 Know yourself Reading 1》公开课课件_8
Passage 3
Liu Hao
job
personality
the c_h_i_e_f engineer of the _h_ig_h_-_s_p_e_e_d_ railway
pays _a_tt_e_n_ti_o_n_ to every detail serious, organized and _m_o_d_e_s_t_ always works to high s_t_a_n_d_a_rd_s_ ___e_a_s_y___ to work with
Line 6: His sculptures for Sunshine Town Square have won high praise …
A
B
C
Thinking: Wu Wei said,
“I want to share the best art with people, so I’m always searching for something better or different. This in itself is great fun.”
He is a born artist. He’s quiet and doesn’t like to talk much, but his work shouts!
2. What has won Wu Wei high praise from the art
nncommunity?
/preɪz/
His sculptures for Sunshine Town Square.
Thinking
We can’t afford to make any mistakes.
Thinking:
Carelessness will be a disaster not only to ourselves but also to patients.
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》赛课导学案_23
Step 1 Lead-in
1.Show a picture of chairperson Xi. Ask: What personality does he have?
Introduce him: He was born in 1953. He was born in the Year of the Snake.
2. Check the answers together.
3. Listen to the programme again and help Millie complete the article in PartA3..
4. Ask some students to tell the answers and then read the article together.
2.Show a calendar to students. Talk about it.
3.Discuss the Chinese animal signs and people born under different animal signs.
Step 2 Pre-listening
1. Tell students that Millie has found an article about the Chinese animal signs and personalities. Let them read Part A1.
4. Ask sห้องสมุดไป่ตู้veral pairs to present their conversation.
Step 6 Homework
1. Recite Part B on Page 16.
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》公开课课件_16
Do you believe in animal signs or star signs? Why /Why not ?
What decides our personalities ?
Learn about Western star signs.
A year is divided into a cycle of 12 star signs.
Twelve star signs in the West
21st Mar-20th Apr 21st Apr-21st May 22nd May-21st Jun 22nd Jun-22nd Jul 23rd Jul-22nd Aug 23rd Aug-22nd Sept 23rd Sept-22nd Oct 23rd Oct-21st Nov
Teaching aims
To learn the 12 animal signs To listen to a radio about animal signs, star signs and personalities To talk about animal signs and
personalities To learn the new words and expressions
Read the article about the Chinese animal signs and personalities.
Millie is listening to a radio programme about animal signs, star signs and personalities. She is making some notes. Before you listen complete the notes as much as you know.
牛津译林版英语九年级上册 Unit 1 《Know yourself.》 教学设计4
牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计4一. 教材分析牛津译林版英语九年级上册Unit 1《Know yourself》主要围绕“了解自己”这一主题展开。
通过本单元的学习，学生将了解如何描述一个人的性格、兴趣和梦想，并能运用所学的知识进行简单的交流。
本单元的主要语言点包括：一般现在时的被动语态、形容词和副词的比较级和最高级、以及如何运用这些语法知识来描述自己和他人的性格、兴趣和梦想。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够运用一般现在时进行简单的交流。
但部分学生在描述人物性格、兴趣和梦想方面还存在一定的困难，需要通过本节课的教学活动来进一步巩固和提高。
三. 教学目标1.能够正确运用一般现在时的被动语态描述自己的性格、兴趣和梦想。
2.能够运用形容词和副词的比较级和最高级来描述自己和他人。
3.通过本单元的学习，增强学生对自己的认识，提高自我表达能力。
四. 教学重难点1.一般现在时的被动语态的运用。
2.形容词和副词的比较级和最高级的运用。
3.如何运用所学知识描述自己的性格、兴趣和梦想。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中运用所学知识。
2.合作学习：鼓励学生分组讨论，相互交流，提高口语表达能力。
3.情境教学法：创设各种情境，让学生在真实的环境中练习英语。
六. 教学准备1.PPT课件：制作与本单元主题相关的PPT课件，为学生提供直观的学习材料。
2.教学卡片：准备与本单元词汇相关的卡片，方便学生进行操练。
3.录音机和磁带：准备与本单元相关的录音材料，帮助学生提高听力。
七. 教学过程1.导入（5分钟）通过播放一段关于人物性格、兴趣和梦想的短片，引导学生对主题产生兴趣，并激发学生的思考。
2.呈现（10分钟）教师通过PPT课件展示本节课的主要内容，包括词汇、语法和对话。
在呈现过程中，教师用简洁的英语解释关键词汇和语法知识，并引导学生进行初步的理解。
牛津译林版九年级英语上册Unit 1 Know yourself Integrated skills (共53张PPT)
Star signs
Gemini /’ʤeminai /
双子座 22nd May – 21st Jun
Star signs
Cancer /’kænsǝ / 巨蟹座 22nd Jun – 22nd Jul
Star signs Leo
/’li:ǝu / 狮子座 23rd Jul – 22nd Aug
Twelve Chinese animal signs
Rat
Ox
Tiger
Rabbit Dragon Snake
Horse
Goat
Rooster Dog
Hale Waihona Puke Monkey PigAsk and Answer
How old are you/is your father /mother…? I’m …/ She/He is… What year were you/was he/she born in? I was born in…/He/She was born in… What is your/his/her animal sign? I’m/He/She is the Dog./I’m in the year of the Dog.
21st Jan – 19th Feb
Star signs
Pisces /’paisi:z/ 双鱼座 20th Feb –20th Mar
21st Mar-20th B Apr
C
22nd Jun-
22ndJul
A
21st Apr-21st May 22nd May-21st Jun
D
23TrdrJyul-t22ondrAeumg ember your own 2s3trad Orcts-2ig1snt Nov
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》赛课导学案_18
9A unit1 Integrated skills教学设计I．Teaching aims:By the end of the class,the students should be able to:1.To learn the 12 animal signs2. To listen to a radio programme about animal signs, star signs and personalities and grasp（掌握）its main idea and detailed（细节的）information3.To talk about animal signs and personalitiesII.Teaching important points:To train students’ listening and speaking abilities.III. Teaching difficult points:2. To listen to a radio programme about animal signs, star signs and personalities and grasp（掌握）its main idea and detailed（细节的）informationIV.Teaching ateps:Step1: Lead-in and presentation1. Ask students to talk about their own personalities and their friends’ personalities.2.Show a picture about Ma Long. Ask the students to answer:What are Ma Long’s personalities ?Teach the new words:practical、loyal、powerful、lively2.Show more about Ma Long’s profile3.Show a calendar of 2018 and teach some new words.Step2: pre-listening1.Watch a short video about the story of 12 animal signs. After listening students should answer：Do the animal signs decide a person’s personalities?2.Learn about 12 animal signs.3.Learn about Western star signs.（1）Do they appear in a fixed order?（2）What decides your star sign?Step3: While-listening1.Show the listening tips:(1)Skim through（浏览）all the information(2)Finish the information as much as you can.(3)Predicate(预测)(4)Listen to some key words（关键词）.2.Listen to Part A2 and check the answers.3. Listen to Part A3,ask one student to write the answers on the blackboard. Check the answer.Step4: Post-listeningDiscussion:1. Do animal signs and star signs have anything to do with(和…有关系) our personalities?2. Encourage students to say something about themselves: I was born in ________. My animal sign is ______. It says I am _________. What it says about me is/isn’t true. (In fact, …) Step5:Speak up1.Listen and fill in the table:2.Read and answerCan we believe all about animal signs? What can we do?3. Work in pairs : Make a dialogue with partners.4.Discussion(1).Do animal signs or star signs really decide our personalities ?(2)What decides our personalities ?(3)How can we develop good personalities?Step6:Homework1.Make up a dialogue like Speak up with your partner.2. Finish the exercise in the paper.。
牛津译林版英语九上Unit1《Knowyourself》(Task)说课稿
牛津译林版英语九上Unit 1《Know yourself》（Task）说课稿一. 教材分析《Know yourself》是人教版牛津译林英语九年级上册Unit 1的一篇阅读文章，主要讲述了一个关于如何认识自己的故事。
通过文章，学生可以了解到每个人都有自己的优点和不足，只有真正了解自己，才能更好地发展自己。
文章内容贴近学生的生活，有助于激发学生对自我认识的思考。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语表达。
但同时，他们面临着中考的压力，学习任务较重。
因此，在教学过程中，教师需要关注学生的学习兴趣，激发他们的学习动力，帮助他们更好地理解和运用所学知识。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和短语，理解文章的主旨大意。
2.能力目标：学生能够运用所学知识，进行简单的阅读理解和口语表达。
3.情感目标：学生能够认识到了解自己的重要性，培养积极的人生态度。
四. 说教学重难点1.重点：学生能够理解文章的内容，掌握关键词汇和短语。
2.难点：学生能够运用所学知识，进行阅读理解和口语表达。
五. 说教学方法与手段1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中，自然地学习和运用所学知识。
2.情境教学法：创设真实的学习情境，让学生在实际情境中，更好地理解和运用所学知识。
3.合作学习法：鼓励学生分组讨论，培养学生的团队合作意识和沟通能力。
六. 说教学过程1.导入：通过提问方式，引导学生思考如何认识自己，激发学生的学习兴趣。
2.阅读理解：学生自主阅读文章，完成相关练习，检查对文章内容的理解。
3.词汇学习：学生通过小组讨论，归纳和总结文章中的关键词汇和短语。
4.口语表达：学生分组讨论，运用所学知识，进行角色扮演和口语表达。
5.情感教育：教师引导学生思考文章中的主题，让学生认识到了解自己的重要性。
6.作业布置：学生回家后，撰写一篇关于自己的短文，运用所学知识进行自我表达。
牛津译林版九年级英语上册《nit1KnowyourselfIntegratedskills》赛课导学
Unit 1 Know yourselfIntegrated skillsTEACHING AIMS AND DEMANDSTo learn the 12 animal signsTo listen to a radio programme about animal signs, star signs and personalities and grasp its main idea and detailed informationTo talk about animal signs and personalitiesTo learn the new words and expressionsTEACHING PROCEDURESStep1 Lead-inA guessing game: get the Ss to describe a person ' s personality according to the account of his/ her behaviours.For example: Ms Yin never gets angry easily and she is willing to repeat the school rules again and again. (patient and gentle)My mother likes cleaning up the room and she always keeps all the things in the house in good order. (organized)As a soldier, LengFeng is never afraid of dangers and difficulties and he's willing to devote himself to protecting his country. (brave and loyal)Billy likes working with different people and often takes part in different activities. (active and lively)Simon likes playing football. He often plays football with his friends for hours but never feels tired. (energetic)Step 2 ReadingGo through the article about Chinese animal signs and personalities in Part A1 on P15 and have a brief idea of Chinese animal signs.Get the students to answer the questions after reading the short article:Among the animal signs, which comes first?Which animal sign comes between Tiger and Dragon?Which animal is loyal to its master?Which is the most hard-working?How often does each animal sign appear?Step 3 ListeningListen to a radio programme and complete Parts A2 and A3 on P15-16.Check the answers.Offer some explanations if necessary.Step 4 DiscussionDiscuss with the whole class:In China what do people think may decide their personality?In Western countries what do people believe may have influences on their personality?What ' s the difference between animal signs and star signs?Which do you believe in, Chinese animal signs or Western star signs?Can they really decide your personalities? If not, what decides your personalities actually?Get the Ss to talk about their own animal sign and personalities.For example: I was born in the Year of the Dragon. The animal sign says that I am powerful. And I thinkthat ' s true. So I believe that animal signs actually decide people nality in some ways.OR: I was born in the Year of the Dragon. The animal sign says that I am powerful. But that not the case. In fact, I feel nervous whenever I meet challenges. So I don actually decide people per 'sonsality in some ways.Step 5 SpeakingListen to the conversation between Millie and her neighbour Joe and answer some questions.What is Joe 's animal sign?What are people born in the Year of the Tiger like?Whose animal sign is the Sheep?What is Julie like?What does Mille think of the relationship between animal signs and personalities?Then ask the Ss to make up similar dialogues.Encourage Ss to make use of the expressions:It 'said that ......It says that .......I'm (not) sure .......I agree/ disagree/ don 'tagree.I (don ' think .......That 's not the case.What about ......Invite several pairs to present their conversations in front of the class.Step 6 ConsolidationSummary the whole lesson.Today we 've listened to a radio programme about animal signs, star signs and personalities. We 've know that in the Chinese lunar calendar there are 12animal signs. They appear in a fixed order and each of them represents a lunar year. Some people believe that people born under the same animal sign may have the same personalities. But in Western countries a year is divided into a cycle of 12 star signs. Your star sign depends on your birthday and some peoplebelieve that your star sign may decide your personalities. Actually, that 's not the case. It is you who shape your life and future.Homework1. Read and try to recite the article in Part A3 and the conservation in Part B.2. Remember the useful words and phrases.3. Finish off the exercises in workbooks.4. Preview the new lesson.' s persost think that animal板书设计B9U1 KNOW YOURSELFIn tegrated skillsChinese animal sig ns =卜pers on alitiesWestern star sig ns 」-----------------It is you who decide your pers on ality.教学反思：综合技能是一个单元承上启下的一节课，既要复习巩固READING和GRAMMAR，也要为下面的TASK写作任务做准备。
牛津译林版九年级英语上册《nit1KnowyourselfIntegratedskills》赛课导学
9A unit1 Integrated skills 教学设计I ．Teaching aims:By the end of the class,the students should be able to:1. To learn the 12 animal signs2. To liste n to a radio programme about ani mal sig ns, star sig ns and pers on alities and graS掌握）its mai n idea and detailed （细节的）in formatio n3. To talk about animal signs and personalitiesII. Teaching important points:To train students'listening and speaking abilities.III. Teaching difficult points:2. To liste n to a radio programme about ani mal sig ns, star sig ns and pers on alities and gras掌握）its mai n idea and detailed （细节的）in formatio nIV .Teaching ateps:Step1: Lead-in and presentation1. Ask students to talk about their own personalities and their friend'spersonalities.2.Show a picture about Ma Long. Ask the students to answer:What are Ma Long's personalities ?Teach the new words:practica、l loyal、powerful、lively2.Show more about Ma Long's profile3.Show a calendar of 2018 and teach some new words.Step2: pre-listening1. Watch a short video about the story of 12 animal signs. After listening students should answe：r Do the animal signs decide a perso'ns personalities?2. Learn about 12 animal signs.3. Learn about Western star signs.（1）Do they appear in a fixed order?（2）What decides your star sign?Step3: While-listening1.Show the listening tips:（1）Skim through （浏览）all the information(2) Fi nish the in formatio n as much as you can.(3) Predicate 预测)(4) Listen to some key words (关键词).2. Liste n to Part A2 and check the an swers.3. Liste n to Part A3,ask one stude nt to write the an swers on the blackboard. Check the an swer.Step4: Post-listeningDiscussi on:1. Do ani mal sig ns and star sig ns have anything to do with和…有关系)our pers on alities?2. En courage stude nts to say someth ing about themselves: I was born in _____ . My animal sig n is ______ . It says I am ________ . What it says about me is/isnt true. (In fact, •…) Step5:Speak up1. Liste n and fill in the table:2. Read and an swerCan we believe all about an imal sig ns? What can we do?3. Work in pairs : Make a dialogue with part ners.4. Discussi on(1) .Do ani mal sig ns or star sig ns really decide our pers on alities(2) What decides our pers on alities ?(3) How can we develop good pers on alities?Step6:Homework1. Make up a dialogue like Speak up with your part ner.2. Finish the exercise in the paper.。
牛津译林版英语九年级上册Unit1《Knowyourself.》说课稿4
牛津译林版英语九年级上册 Unit 1 《Know yourself.》说课稿4一. 教材分析《牛津译林版英语九年级上册》Unit 1 《Know yourself》是一篇关于自我认知的文章。
通过阅读文章，学生可以了解到每个人都有自己的优点和不足，正确认识自己，学会欣赏自己的独特之处。
教材内容丰富，插图生动有趣，激发学生的学习兴趣。
同时，教材设计了多种练习形式，有助于学生巩固所学知识。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写简单的英语句子。
但是，部分学生在阅读理解方面还存在一定的困难，特别是对于长篇阅读材料。
此外，学生的学习动机和兴趣有待提高，需要教师通过丰富的教学手段激发他们的学习热情。
三. 说教学目标1.知识目标：学生能够掌握有关自我认知的词汇和表达方式，如“strength”、“weakness”、“appreciate” 等。
2.能力目标：学生能够阅读并理解关于自我认知的文章，提高阅读理解能力。
3.情感目标：学生能够正确认识自己，学会欣赏自己的优点，努力改进自己的不足。
四. 说教学重难点1.重点：学生能够掌握有关自我认知的词汇和表达方式，能够阅读并理解关于自我认知的文章。
2.难点：学生能够运用所学知识，对自己的优点和不足进行客观评价，并提出改进措施。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，提高英语听说读写能力。
2.教学手段：利用多媒体教学设备，展示相关图片和视频，激发学生的学习兴趣。
同时，设计各种练习活动，巩固所学知识。
六. 说教学过程1.导入：通过展示一张自画像，让学生猜测是谁，引出主题“Knowyourself”。
2.阅读理解：学生阅读文章，回答相关问题，了解文章大意。
3.词汇学习：学生学习有关自我认知的词汇，如“strength”、“weakness”、“appreciate” 等。
4.小组讨论：学生分成小组，讨论自己的优点和不足，以及如何改进。
牛津译林版英语九年级上册 Unit 1 《Know yourself.》 教学设计2
牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计2一. 教材分析《牛津译林版英语九年级上册 Unit 1 <Know yourself.>》是九年级上册的第一单元，本单元的主题是让学生通过描述自己的性格、兴趣和学校生活来认识自己。
教材包括三个部分：Part A, Part B, 和 Part C。
每个部分都包括对话和读写任务。
本单元的教学目标是让学生能够用英语谈论自己的性格、兴趣和学校生活，并能够用一般现在时描述自己的日常生活。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对英语学习有浓厚的兴趣，但同时也存在一些问题，如口语表达能力不强，写作能力有待提高等。
因此，在教学过程中，需要注重培养学生的口语表达能力和写作能力。
三. 教学目标1.能够用英语谈论自己的性格、兴趣和学校生活。
2.能够用一般现在时描述自己的日常生活。
3.提高学生的口语表达能力和写作能力。
四. 教学重难点1.能够用英语准确地描述自己的性格、兴趣和学校生活。
2.能够用一般现在时描述自己的日常生活。
3.提高学生的口语表达能力和写作能力。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中学习和使用英语。
2.交际式教学法：通过模拟真实的交际场景，让学生在交流中学习和使用英语。
3.小组合作学习：通过小组讨论、分享和合作，提高学生的参与度和学习效果。
六. 教学准备1.教材：牛津译林版英语九年级上册。
2.多媒体设备：电脑、投影仪、音响等。
3.教学素材：图片、视频、音频等。
4.教学卡片：性格、兴趣、学校生活等相关词汇卡片。
七. 教学过程1.导入（5分钟）利用图片或视频引导学生谈论自己的性格、兴趣和学校生活，激发学生的兴趣和参与度。
2.呈现（10分钟）展示本节课的主题，让学生明确学习目标。
通过展示对话和读写任务，让学生了解本节课的主要内容。
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》公开课课件_27
Horse, Sheep,M__o_n_k_e_y, Rooster, _D_o_g_ and Pig Some people believe that people born under the same _a_n_i_m__a_l _si_g_n_ may have similar personalities. WESTERN STAR SIGNS Star signs: a cycle of __1_2___ star signs Your star sign: depends on your __d_a_te__o_f_b_i_rt_h_ Some people believe that your star sign may decide your personality.
---Integrated skills
What decides your personality?
Free talk:
1.How old are you ? 2.Which year were you born in ? 3.Can you describe your personality ?
Task1:Guessing game
clever, creative organized, powerful…
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》公开课课件_20
Location
Area
Population
Language
South Asia
big
over 1 billion Hindi/English
East Asia
small
126 million
Japanese
South East Asia
East Asia
small big
about 7 million 1.3 billion
The Tokyo National Museum
Japanese works of art
To learn about Japan
Tokyo is the c_a_p_i_t_a_l__ city of Japan. Mount Fuji is Japan’s h_ig_h__e_s_t_ mountain. K_y_o_t_o__ is an ancient city of culture.
Day 1: take a tour of Tokyo, the
capital city
Day 2: visit Mount Fuji,
Japan’s highest mountain
Day 3: visit Kyoto, an ancient city
of culture
Day 4: leave Japan for another
Singapore? Simon : There are about five million people
there. Annie : What languages do they speak? Simon : Most people can speak both English
最新牛津译林版中学九年级英语上册 Unit 1 Know yourself Integrated skills教案 (2)
Know yourself教学目标1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.3. To get information from a printed advertisement.4. To get furter（further）i nformation from a TV interview.5. To consolidation the information gained from rading (reading )and llistening and determine the facts.教学重难点To understand the context of an advertisement and a TV demon stration.集体备课二次备课教学过程：Teaching Procedures::Step 1预习作业检测1. Check the new words. (Have a dictation.)2． Check the phrases.（Form groups. Have a discussion and correct them.）3． Check Part 3 (Form groups. Ask questions and solve them together.）4．检查Integ rated skills预习情况。
Step 2 Leading inT: We’ve known that colours can affect our moods and make us feel happy or sad, energetic or sleepy. Today, we’ll go to visit Mrs Rainbow, a colour therapist. She will tell us how to use colours to help people improve their health,mood and appearance.Ask Ss to answer the question “ Do you believe that colours can affect our moods? Why?”Step 3 PresentationIntroduce color therapy, therapist and therapy center.1.Ask Ss what they think a colour therapist is. A colortherapist helps people improve their health, mood and appearance by using colours.2.Explain to Ss that the paper at the top of Page36 is anadvertisement. Ask Ss to look through the advertisement and then answer the following questions:A.What c an colour therapy help us do? (It can help uschange our moods and improve our life.)B.How much do I have to pay for 30 minutes of colourtherapy? (￥20)C.What can I do if colour therapy has no effect on me?(You can get your money back.)D.Where is Mrs Rainbow’s colour therapy centre?（At21/F,810 South-eastRoad）E.Which channel will the programme on colour therapy beon? (It will be on STTV.)Step 4 Practice1.Ask Ss to read the advertisement out loud. Tell Ss to usethe information in the advertisement to complete Millie’s notes. Remind them that they will not be able to complete the note.2.Ask Ss to look carefully at what they have written in PartA1, and pay attention to the gaps they have not yet been able to fill in.3.Ask Ss to li sten to the tape carefully . If they still havesome questions, play the ta pe once more without stopping.4.Check the mistakes and pronunciation.Step 5 PracticeT: Mrs Rainbow knows a lot ab out colour therapy. Millie want (wants) to see Mrs Rinbow but she is afraid to go alone, so she asks Amy to go with her. Ask Ss to listen (listen) to the conversation between Millie and Amy.1. Ask Ss to read A32.Play the tape and ask Ss to l isten.3.Play the tape again and ask Ss to choose the correctanswers.A.What does Mr s Rainbow do , Millie?B.Really? How does she do that?C.I’m feeling very tired this week.. What should I doto get a good night’s sleep?D.Daniel is not happy this week. What should he do?E.What other kinds of colour therapy does Mrs Rainbowdo?F.I’d like to try it, but what if the therapy doesn’twork?4.Check their answers.Step 6Homework1. Recite the words and phrases.2. Finish the exercises in 《当堂反馈》.3. Prepare for the next period.教后记：。
牛津译林版九年级英语上册《nit 1 Know yourself Integrated skills》赛课导学案_20
Step 1:Daily greetings:
T:Good morning,everyone.
S:Good morning.
T:How are you?
S:I'm fine,thank you.And you?
T:I'm OK.Thank you.Sit down,please.
Step 2:Show"Learning aims"
T:Today we will learn Unit 1 Integrated skills.Please look at our“Learning aims"(Then I read it slowly.)
T:Are you clear?
S:Yes.
T:Let's go on.
Step3:Show"TaskOne"to the students.
Guide One_____
Look at some pictures and answer the following questions.
(1)What can you see in the picture?
(2)What do you think of monkeys/dogs/...?
Have a match!Who can do it best?
Step5:Show"TaskThree"to the students.
Guide Three____
1.Speak up.Help the students make some simple conversations.
Have a match!Who can do it best?
牛津译林版英语九年级上册 Unit 1 《Know yourself.》 教学设计3
牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计3一. 教材分析《Know yourself》是牛津译林版英语九年级上册Unit 1的一篇课文，主题是了解自己，认识自己。
本课主要介绍了一种自我认知的方法——性格测试。
通过阅读课文，学生可以了解性格测试的基本概念、测试过程以及如何根据测试结果来认识自己。
教材内容丰富，贴近学生生活，激发学生对自我认知的兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。
但部分学生对抽象的概念如性格测试的理解可能存在困难，因此需要在教学中进行适当的引导和解释。
此外，学生可能对自我认知这一主题比较感兴趣，但同时也可能存在一定的心理压力。
三. 教学目标1.知识目标：学生能够掌握与性格测试相关的词汇和句型，如“personality test”、“self-awareness”等。
2.能力目标：学生能够阅读并理解关于性格测试的英语文章，运用所学词汇和句型进行简单的交流。
3.情感目标：学生能够通过课文学习，认识到了解自己的重要性，激发自我认知的兴趣。
四. 教学重难点1.重点：性格测试相关词汇和句型的学习，以及课文的阅读理解。
2.难点：对性格测试概念的理解，以及如何在实际生活中运用这一概念。
五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实践中学习和运用英语。
2.情境教学法：创设生活情境，让学生在真实的环境中学习英语。
3.合作学习法：鼓励学生小组讨论，共同完成学习任务。
六. 教学准备1.课件：制作与课文内容相关的课件，帮助学生更好地理解课文。
2.学案：为学生提供学习指导，包括词汇表、课文翻译等。
3.性格测试题：为学生提供一份简单的性格测试题，用于课后实践。
七. 教学过程1.导入（5分钟）利用课件展示一些关于性格测试的图片，引导学生谈论自己对性格测试的了解和经历，激发学生的兴趣。
2.呈现（10分钟）为学生呈现课文，让学生初步阅读并了解课文大意。
牛津译林版英语九年级上册Unit1《Knowyourself.》说课稿2
牛津译林版英语九年级上册 Unit 1 《Know yourself.》说课稿2一. 教材分析牛津译林版英语九年级上册Unit 1《Know yourself》是一篇关于自我认知的文章。
通过学习本单元，学生将了解和掌握如何正确认识自己，了解自己的优点和不足，从而更好地发展自己。
本单元的主要内容包括：了解自己的性格特点、兴趣爱好、优点和不足，以及如何提高自我认知能力等。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，部分学生对于如何运用英语表达自己的观点和情感还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，因材施教，激发学生的学习兴趣，提高他们的英语素养。
三. 说教学目标1.知识目标：学生能够掌握本单元的生词、短语和句型，了解如何用英语表达自己的性格特点、兴趣爱好、优点和不足。
2.能力目标：学生能够运用所学的英语知识进行日常交流，提高自我认知能力。
3.情感目标：学生通过学习本单元，能够更好地了解自己，树立自信心，激发自我发展的内在动力。
四. 说教学重难点1.教学重点：学生能够掌握本单元的生词、短语和句型，能够用英语介绍自己的性格特点、兴趣爱好、优点和不足。
2.教学难点：学生如何运用所学的英语知识进行日常交流，提高自我认知能力。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握所学知识，提高实际运用能力。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，激发学生的学习兴趣，提高课堂活力。
六. 说教学过程1.导入：通过展示一张自己的照片，让学生猜测照片中的人是谁，引出本课的主题——了解自己。
2.新课呈现：教师引导学生谈论自己的性格特点、兴趣爱好、优点和不足，并用英语进行表达。
3.课堂练习：学生分组进行角色扮演，模拟生活中的一段对话，运用所学知识进行交流。
4.巩固提高：教师设计一些有关自我认知的练习题，让学生进行抢答，巩固所学知识。
牛津译林版英语九年级上册 Unit 1 《Know yourself.》 教学设计1
牛津译林版英语九年级上册 Unit 1 《Know yourself.》教学设计1一. 教材分析牛津译林版英语九年级上册Unit 1《Know yourself》主要讨论了关于个人特点、兴趣爱好和生活方式的话题。
通过本单元的学习，学生能够进一步了解自己，提高自我认识，同时培养他们用英语进行交流的能力。
本单元的主要语言点包括一般现在时态的描述个人特点和兴趣爱好，以及如何询问和回答相关问题。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一般现在时态描述事物。
但部分学生对如何用英语表达自己的兴趣爱好和生活方式仍感到困难，因此需要教师的引导和激励。
此外，学生在课堂上的积极参与和合作意识对提高本单元的学习效果至关重要。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的描述个人特点和兴趣爱好，学会如何询问和回答相关问题。
2.能力目标：学生能够用英语进行自我介绍，描述自己的兴趣爱好和生活方式，提高英语口语表达能力。
3.情感目标：通过本单元的学习，学生能够更好地了解自己，培养积极的生活态度，提高自信心。
四. 教学重难点1.重点：学生能够运用一般现在时态描述个人特点和兴趣爱好。
2.难点：如何引导学生用英语表达自己的生活方式和情感态度。
五. 教学方法1.任务型教学法：通过设定各种实际情境，让学生在完成任务的过程中运用所学知识。
2.交际型教学法：引导学生进行互动交流，提高口语表达能力。
3.情境教学法：创设生活情境，激发学生的学习兴趣和积极性。
六. 教学准备1.教学材料：牛津译林版英语九年级上册教材、多媒体课件。
2.教学设备：投影仪、计算机、音响设备。
3.教学资源：相关视频、图片、文章等。
七. 教学过程1.导入（5分钟）利用图片或视频展示不同的生活方式和个人特点，引导学生思考并讨论：What do you think of your lifestyle? What are your hobbies? 激发学生的学习兴趣，为接下来的课堂活动做铺垫。
牛津译林版九年级上册Unit 1《Kown yourself》(Integrated skills)
牛津译林版九年级上册Unit 1《Kown yourself》（Integrated skills）教学设计一. 教材分析牛津译林版九年级上册Unit 1《Know yourself》（Integrated skills）主要围绕“了解自己”的主题展开，内容涉及到个人信息、兴趣爱好、情感状态等方面。
通过本单元的学习，学生能够进一步掌握英语听说读写技能，提高语言综合运用能力。
教材以真实情境的交际任务为主线，引导学生探讨和了解自己的个性特点和兴趣爱好，培养他们正确认识自我、积极面对生活的态度。
二. 学情分析九年级的学生已具备一定的英语基础，掌握了基本的语法知识和词汇量。
他们在学习过程中具有较强的求知欲和好奇心，善于模仿和参与活动。
但同时，部分学生对英语学习仍存在恐惧心理，不敢开口说英语。
因此，在教学过程中，教师需要关注学生的心理素质，激发他们的学习兴趣，培养自信心。
三. 教学目标1.知识目标：–掌握有关个人信息、兴趣爱好、情感状态的词汇和表达方式。
–学会用英语进行简单的自我介绍和询问他人信息。
2.能力目标：–提高学生的听力、口语、阅读和写作能力。
–培养学生的交际能力和团队合作精神。
3.情感目标：–帮助学生正确认识自我，树立自信。
–培养学生积极面对生活，关注自身成长的态度。
四. 教学重难点•掌握本单元的词汇和表达方式。
•能够用英语进行简单的自我介绍和询问他人信息。
•正确运用情态动词进行疑问和回答。
•在实际交际中灵活运用所学知识。
五. 教学方法1.任务型教学法：通过完成真实的交际任务，提高学生的语言运用能力。
2.情境教学法：创设生活情境，激发学生的学习兴趣。
3.合作学习法：培养学生团队合作精神，提高交际能力。
4.情感教学法：关注学生心理素质，培养积极的人生观。
六. 教学准备1.教师准备：–熟悉教材内容，明确教学目标。
–设计教学活动和交际任务。
2.学生准备：–预习本单元的生词和语法。
–准备相关个人信息和兴趣爱好。
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Unit 1 Know yourselfIntegrated skillsTEACHING AIMS AND DEMANDS●To learn the 12 animal signs●To listen to a radio programme about animal signs, star signs and personalities and grasp itsmain idea and detailed information●To talk about animal signs and personalities●To learn the new words and expressionsTEACHING PROCEDURESStep1 Lead-inA guessing game: get the Ss to describe a person’s personality according to the account of his/ her behaviours.For example: Ms Yin never gets angry easily and she is willing to repeat the school rules again and again. (patient and gentle)My mother likes cleaning up the room and she always keeps all the things in the house in good order. (organized)As a soldier, LengFeng is never afraid of dangers and difficulties and he’s willing to devote himself to protecting his country. (brave and loyal)Billy likes working with different people and often takes part in different activities. (active and lively)Simon likes playing football. He often plays football with his friends for hours but never feels tired. (energetic)……Step 2 ReadingGo through the article about Chinese animal signs and personalities in Part A1 on P15 and have a brief idea of Chinese animal signs.Get the students to answer the questions after reading the short article:Among the animal signs, which comes first?Which animal sign comes between Tiger and Dragon?Which animal is loyal to its master?Which is the most hard-working?How often does each animal sign appear?……Step 3 ListeningListen to a radio programme and complete Parts A2 and A3 on P15-16.Check the answers.Offer some explanations if necessary.Step 4 DiscussionDiscuss with the whole class:In China what do people think may decide their personality?In Western countries what do people believe may have influences on their personality?What’s the difference between animal signs and star signs?Which do you believe in, Chinese animal signs or Western star signs?Can they really decide your personalities? If not, what decides your personalities actually?Get the Ss to talk about their own animal sign and personalities.For example: I was born in the Year of the Dragon. The animal sign says that I am powerful. And I think that’s true. So I believe that animal signs actually decide people’s perso nality in some ways.OR: I was born in the Year of the Dragon. The animal sign says that I am powerful. But that’s not the case. In fact, I feel nervous whenever I meet challenges. So I don’t think that animal signs actually decide people’s personality in some ways.Step 5 SpeakingListen to the conversation between Millie and her neighbour Joe and answer some questions. What is Joe’s animal sign?What are people born in the Year of the Tiger like?Whose animal sign is the Sheep?What is Julie like?What does Mille think of the relationship between animal signs and personalities?Then ask the Ss to make up similar dialogues.Encourage Ss to make use of the expressions:It’s said that……It says that……I’m (not) sure……I agree/ disagree/ don’t agree.I (don’t) think……That’s not the case.What about……Invite several pairs to present their conversations in front of the class.Step 6 ConsolidationSummary the whole lesson.Today we’ve listened to a radio programme about animal signs, star signs and personalities. We’ve know that in the Chinese lunar calendar there are 12animal signs. They appear in a fixed order and each of them represents a lunar year. Some people believe that people born under the same animal sign may have the same personalities. But in Western countries a year is divided into a cycle of 12 star signs. Your star sign depends on your birthday and some people believe that your star sign may decide your personalities. Actually, that’s not the case. It is you who shape your life and future.Homework1. Read and try to recite the article in Part A3 and the conservation in Part B.2. Remember the useful words and phrases.3. Finish off the exercises in workbooks.4. Preview the new lesson.板书设计B9U1 KNOW YOURSELFIntegrated skillsChinese animal signs Western star signsIt is you who decide your personality.教学反思：综合技能是一个单元承上启下的一节课，既要复习巩固READING 和GRAMMAR ，也要为下面的TASK 写作任务做准备。
所以根据这节课课题设计与要求，我将本节课的授课重点放在听说上，通过听说训练复习已知的描述人物个性的单词与短语，并要求学生能将人物个性与其行为表现相结合。
这节课先通过一个GUESSING GAME 的设计复习已知词汇，然后通过语篇阅读熟悉听力训练的信息，让学生能带着问题去听，更加顺利的抓取有效信息完成听力练习。
之后让学生对听力材料进行进一步的阅读理解并展开讨论，达到情感教学目标的渗透：让学生有正确的人生观，生活中真正决定一个人命运的是你自己而不是生肖、星座等外因。
最后达成信息输出的目标让学生模仿对话编造自己的语篇，表达自己的观点并陈述合理的理由。