9Aunit1第六课时教学案
9a_unit6`教案
记忆后，做巩固性
其它：
cruel, add,fin gerpri nt,heavily, prove, aga in st, gun.
练习，培养学生答
dare, risk, import…
题的信心，从而提
（教师上早读课领全体同学朗读单词并能指导学生读准单词，）
[小试身手1]
高答题能力。
1. He has
(冷酷的)appeara nee, but his person ality is
frie ndly.
2.How did you(证明)that he was the robber?
3.The decisi on will be r.
4.Tom wants to be an(工程师)whe n he grows up.
纸和笔
13.(be) in pris on14.make great progress
2.要求学生早读课
15.boss(bosses)
记忆这些单词。
16. record (n) a crim inal record
3.课堂进行听写。
record (v) What the wit ness said has bee n recorded.
（教师根据本节课的教学内容的多少，灵活安排）
Step2:复习重点单词、短语和句型
4.学生质疑
—A.
丄。重点单词（要求做到听说读与）
1.i n the doorway2.somewhere/a ny where
3.death/die/dead/dyi ng/died4.bright/clever/smart
九年级英语全册 Unit 1 How can we become good learners(第6课时)Section B(3a-3b Self Check)导学案
Unit 1 How can we become good learners第六课时Section B (3a～3b) & Self Check【学习目标】1．学生学会谈论并总结好的学习方法及习惯。
2．学生学会向他人简单介绍自己在学习过程中的困难及解决办法。
3．通过学习，培养学生善于发现并找到适合自己的学习方法的能力，形成自己的学习习惯，端正学习态度，切实提高英语水平，成为一名成功的学习者。
【学习重点】英语学习方法的表达。
【学习难点】将已学英语学习方法的表达运用到写作中。
☞学习提示Review：We learned how to become a successful learner last lesson.Who can retell how to become a successful learner for everyone again?Task 1☞学习提示Review the words，phrases and sentences this unit and preview the words on P7－8.Students read the words by phonetic symbols and mark the new words and Chinese meaning in the text.Then finish the chart in 3a.【学法指导】►remember to do sth./remember doing sth.①remember to do sth.记得去做某事(未做)②remember doing sth.记得做过某事(已做)►worry about意为“为……而担忧”，还可以用be worried about来替换。
►instead of/instead①instead of意为“代替；而不是”，是介词短语，其后跟名词、代词或动名词作宾语，表示被代替的人或事物。
人教版九年级全册课时教案 Unit 6
Unit 6 When was it invented?类别课程标准要求掌握的项目单元话题Invention重点单词1.style(n.)2.project(n.)3.pleasure(n.)4.website(n.)5.pioneer(n.)6.list(n.)(v.)7.ruler(n.)8.smell(n.)(v.)9.trade(n.)10.doubt(n.)(v.)11.fridge(n.)12.somebody(n.)(pron.)13.lock(n.)(v.)14.earthquake(n.)15.bell(n.)16.biscuit(n.)17.cookie(n.)18.instrument(n.)19.customer(n.)20.Canadian(n.)(adj.)21.basket(n.)22.hero(n.)23.mention(v.)24.boil(v.)25.remain(v.)26.translate(v.)27.divide(v.)28.daily(adj.)29.national(adj.)30.low(adj.)31.sudden(adj.)32.musical(adj.)33.sour(adj.)34.nearly(adv.)35.the Olympics重点词组1.daily lives2.have a point10.all of a sudden11.potato chips18.not only…butalso3.by accident4.fall into5.make tea6.take place7.around the world8.without doubt9.at a low price 12.by mistake 13.in the end 14.for fun 15.divide …into 16.at the same time 17.dream of 19.the number of 20.more and more 21.look up to 22.in history 23.decide on e up with 25.lead to 重点句式 1.When was the telephone invented? 2.What are they used for? 3.Many people believe that tea was first drunk about 5,000 years ago. 4.It is said that a Chinese ruler called Shen Nong was the first to discover tea as a drink. 5.It produced a nice smell so he tasted the brown water.6.The book describes how tea plants were grown and used to make tea.7.Potato chips were invented by mistake.8.George wanted to make the customer happy.9.It is believed that the first basketball game in history was played on December 21,1891.10.Dr.Naismith created a game to be played inside on a hardfloor.11.At the same time,they need to stop the competing teamfrom getting the ball into their own basket.12.Basketball has not only become a popular sport toplay,but it has also become a popular sport to watch.13.The number of foreign players,including Chineseplayers,in the NBA has increased.14.Many young people look up to these basketball heroes andwant to become like them.单元语法一般过去时的被动语态第一课时Section A(1a~2d)重点单词style(n.) 样式;款式project(n.) 项目;工程pleasure(n.) 高兴;愉快daily(adj.) 每日的;日常的website(n.) 网站pioneer(n.) 先锋;先驱list(v.) 列表;列清单 (n.) 名单;清单mention(v.) 提到;说到重点词组daily lives 日常生活have a point 有道理重点句式When was the telephone invented?电话是什么时候发明的?What are they used for?它们被用来做什么?§自主学习方案学生自学新单词(教材P41-42的单词),看谁记得又快又准。
9Aunit6教案
What kind of TV programs do you often watch?
(cartoons, movies, MTV, news, sports,cooking, drama, fashion, nature, travel …)
What kind of TV programs do your parents watch?
MTV—You can relax yourselves.
nature—You can learn a lot and try your best to protect the nature.
(Ask the students to answer as much as possible.)
Which TV program do you like least? Why?
9AUnit6TV programmes
课题
Comic strip and Welcome to the unit
总第课时
备课时间
上课时间
课时
Period 1
教具
A recorder and teaching pictures
Teaching aims
●To understand vocabulary relating to TV programs
(They might find it a bit disturbing.)
(1)Read the passage one by one,andtry to find out the meanings of the new words, such as
round-up, up-to-date, etc. Then finish the exercises
【最新】人教版九年级英语上册Unit 1 Section B 第6课时教学设计
编号：6
年级
九年级
科目
英语
任课教师
授课时间
Unit 1 How can we become good learners? 课题 Section B (2a-2e) I 教 材 分 析 学 情 分 析 教 学 目 标
1 掌握单词: born ability create brain active attention connect overnight review knowledge wisely lifelong 2.掌握短语: be born with… depend on… in common be active pay attention to… connect… with get bored take notes Use it or lose it . Practice make perfect. come from… 3．能够从阅读材料中总结成功的语言学习习惯； 4．学会利用字典查阅生词； 5．.利用上下文猜测单词释义 掌握中所涉单词及短语； 学生能够从阅读材料中总结成功的语言学习习惯； 快速阅读语篇，阅读策略的训练。 2a 为读前活动，要求学生列出自己所致的好的学习方法并与同伴讨论，旨在导 入话题，为阅读做好准备。2b 侧重训练阅读寻读策略，需要学生快速阅读语篇，并 找到成功学习者通常具备的四种学习习惯。2c 提出了关于文章各个细节的问题，需 要学生细读文章找到答案。2d-2c 为读后活动，2d 结合本单元提出的使用词典的学习 策略， 需要学生利用词典找出所列举的多义词在阅读语篇中的词义并造句。本活动需 要学生利用所读内容并结合自身学习情况， 反思自己是否具备优秀学习者应具备的学 习习惯和方法。 学生学会或能有意识地结合自身实际选择有效学习方式，以获取学业 上的成功是情感态度的重要组成部分，也是本活动的主要目的。
人教新目标九年级英语全册Unit 1(第6课时)课件
14．Practicing in groups is good C us to learn English.
A．at
B．in
C．for D．of
15．They have to stay at home D the rainstorm.
A．because B．as
C．so D．because of
四、根据汉语意思完成句子，每空一词。(每空1分，共18分) 16．从错误中我们能学到很多。
are “Yes！”， the following 21. suggestions may help you. Creating an interest in what you learn. Studies show that if you are 22. interested in something,
your brain is more active and it is also 23. easier for you to pay attention to it for a long time. Good learners often connect what they need to learn with something interesting. This way they won't get 24. bored . Practicing and learning from mistakes. Good learners think about what they are good at and what they need to practice more. They keep 25. practicing what they have learned, and they are not afraid of 26. making mistakes. Developing their study skills. It's not enough to just study hard. Good learners know the 27. best way they can study. For example, they look for ways to review what they have learned. They may do this by reading their notes every day or by 28. explaining the information to another student. Asking questions. Good learners often ask questions during or after class. 29. Knowledge comes from questioning.
九年级英语全一册(人教版)Unit1第6课时sectionB(3aselfcheck)教学设计
1.针对重难点，采用以下教学策略：
（1）通过图片、故事、实例等多种方式引入新词汇和短语，帮助学生理解和记忆。
（2）设计丰富多样的听力活动，如短对话、长对话、新闻报道等，让学生在不同的语境中锻炼听力技巧。
（3）创设真实的口语情境，鼓励学生积极参与讨论，提高口语表达能力。
2.教学步骤：
（1）导入：通过展示一组与梦想相关的图片，引导学生谈论自己的梦想，激发学生的学习兴趣。
2.学生分享自己的梦想，并讨论实现梦想的方法和经历。
3.各小组挑选代表进行汇报，教师给予评价和反馈。
4.教师鼓励学生大胆开口，用英语表达自己的观点，提高口语表达能力。
（四）课堂练习（500字）
1.教师设计相关的课堂练习，如填空、选择、改错等，巩固所学词汇和时态。
2.学生独立完成练习，教师巡回指导，解答学生的疑问。
4.布置课后作业，要求学生运用所学知识，写一篇关于自己梦想的短文。
五、作业布置
为了巩固本节课的学习成果，激发学生对梦想的思考，特布置以下作业：
1.写作任务：请运用本节课所学的词汇和时态，结合自己的实际情况，写一篇关于自己梦想的短文。要求内容包括：你的梦想是什么，为什么会有这个梦想，你打算如何实现这个梦想，以及实现梦想过程中可能会遇到的挑战和解决办法。
3.教学评价：
（1）课堂表现：关注学生在课堂上的参与程度，鼓励积极发言，给予及时反馈。
（2）课后作业：布置相关的课后练习，检查学生对所学知识的掌握程度。
（3）阶段性检测：通过单元测试、口语表达等形式，全面评估学生的学习效果。
4.教学反思：
在教学过程中，教师应关注学生的个体差异，及时调整教学策略，以提高教学效果。同时，教师还应关注学生的学习情感，激发练运用一般现在时和一般过去时描述过去和现在的目标、愿望及其实现过程。
九年级英语上学期Lesson6教案：帮助学生快速记忆
九年级英语上学期Lesson6教案：帮助学生快速记忆帮助学生快速记忆英语是一门需要长时间不断学习和积累的语言，因此，在学习过程中，很多学生可能会感到难以记忆。
针对这一问题，教师可以通过一系列有效的方法来帮助学生更快更好地记忆英语知识。
本文将从教案设计和教学实践两个方面，谈谈如何帮助学生快速记忆。
一、教案设计在教案设计方面，教师应根据不同的教学目的和教学内容，设计出合适的教学活动和练习，以便于学生更好地记忆。
1.创设场景要帮助学生更好地记忆英语单词和语法知识，我们可以尝试创设真实的场景。
比如，在学习表示时间的词汇和句型时，我们可以让学生模拟不同的时间场景，如早上、中午、下午、晚上，让学生应用所学知识，进行日常对话练习，这样记忆更深刻。
2.游戏化教学游戏化教学是一种非常有效的教育方式，可以激发学生的学习兴趣和积极性，同时也能够提高学生的学习效果。
在教学过程中，教师可以设计一些英语单词和语法知识的相关游戏，如填空游戏、词汇卡片匹配游戏、团体竞赛等，引导学生通过游戏来进行记忆。
3.多样化练习在教学过程中，教师应注重多样化的练习方式，以促进学生对知识的前后连接和记忆。
教师可以利用语境、图片、音频和视频等多种方式进行教学，帮助学生更好地理解和记忆英语单词和句型。
二、教学实践除了教案设计，教学实践中，教师还需要注重以下几点，以帮助学生更好地记忆英语知识。
1.培养阅读习惯阅读是学习英语的重要方法，可以帮助学生更好地认识和记忆单词和语法知识。
在教学实践中，教师可以鼓励学生频繁阅读英语书籍、杂志、报纸、网站等多种形式的英语阅读材料，以便于学生更好地记忆和掌握词汇和句型。
2.创设英语氛围创造英语氛围是英语学习中非常重要的一环，可以让学生更容易地接受和记忆英语知识。
教师可以在教室内布置一些英语课堂装饰物，如英语单词卡片、英语名言、英语小广告等，营造英语氛围，帮助学生积极参与到学习中去。
3.网络资源应用随着互联网技术的发展，网络资源的应用越来越广泛，可以帮助学生更好地学习和记忆英语知识。
九年级英语第1单元第6课时教案
九年级英语第1单元第6课时Unit 1 How can we become good learners?Section B 3a—Self check一、【教材分析】二、【教学流程】A. withoutB. withC. byD. in4). China’s Got Talent is _____ interesting_____ many people like watching it.A. too; toB. Enough; toC. so; thatD. such; that5). You should be careful to make fewer ___ whileyou’re writing.A. troubleB. matterC. mistakesD. problemsIV. 语言运用1. Reading practice完成《同步》上的阅读训练，限时完成。
2. Writing Activity 3bWrite a letter to your friend. Give him/her some advice about the best ways to learn English. Use your notes in 3a.1) 写作指导本篇作文主要是介绍学习的方法，可以从听说读写四个方面谈论如何学好英语2）Useful expressionsThere are three good ways to…I think you should…If you do this, you will…It is also a good idea to… because…You could try to improve your… by…This will help you…3) )经典谚语①Practice makes perfect.熟能生巧。
②Work makes the workman.勤工出巧匠。
初中牛津英语9A Unit 1 集体备课教案(10课时)
第一课时Welcome to the unit 主备：庄晓雪Objectives1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signsTeaching procedures1. Ask students what animals they are in the Chinese horoscope. Ask them to describe the characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board.2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you were born in.3. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit form correcting their answers before proceeding to the Reading section.4. Ask students to complete Part B. explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.5. Ask students whether they know what their star sign is. Encourage them to daythe name of their star sign aloud.6. Homework: 《课时练》P1-2第二、三课时Reading 主备：杨树兵Objectives1. To understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someone’s characteristicsteaching procedures:1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.4. Ask some questions to check understanding.Part BTeaching procedures1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates.2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class.Part CTeaching procedures1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.3. For stronger classes, ask students to correct the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students’reference2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.5. Do a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’ and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.6. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.7. Ask students to exchange books and compare what they have written.8. Homework: 《课时练》P3-6第四课时V ocabulary 主备：金宁来Objectives1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negativeteaching procedures1. Divide the class into groups of four. Each group works together to complete PartA. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.3. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to compare their answers with their neighbours and discuss the differences.6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.7. Homework: 《课时练》P7-8第五、六课时Grammar 主备：何良琴Objectives1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.2. To use the verb ‘to be’+ adjective + ‘enough’+ ‘to’-infinitive to describe a person’s characteristics and abilities.3. To use the basic sentence elements to make up a sentencepart Ateaching procedures1. Tell students that we use the ‘it is’+ adjective + ‘of’…+ ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part BTeaching procedures:1. Tell students that we can also use the verb ‘to be’+ adjective + ‘enough’+ ‘to’-infinitive structure to talk about a person’s personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell students to cover the adjectives on the right and work ontheir own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.2. Tell students that each sentence part has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.3. Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazine or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to complete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, allow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.9. Homework: 《课时练》P9-129A Unit 1 Star Signs第七课时Integrated skills 主备：严俊花Part AObjectives1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the information gained from reading and listening, then determine the factsteaching procedures1. Tell students that we read horoscopes just for fun.2. Ask students where they might read a horoscope like that in Part A1 on page 14,e.g., newspaper, magazine, newsletter, website or e-mail.3. For weaker classes, read the horoscope in Part A1 to the class. for stronger classes, ask a student to read the horoscope aloud.4. Review keywords and phrases with students.5. Ask students to read the advertisement, then fill in as much information in Millie’s notes as they can. Remind them that they will not be able to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.6. Ask students to look carefully at what they have written and pay attention to the gaps they have not yet been able to fill.7. Play the recording once without stopping.8. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in their answers.9. Tell students to look at their answers. If they still have some gaps, ask them to read the advertisement again at the top of the page in case they have missed something. Play the recording once more without stopping.10. Ask students to read one answer each. Check for mistakes and mispronunciation. For weaker classed, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.11. Play the recording for Part A3 once. Tell students not to write anything, but to listen to the recording the first time it is played.12. Now, ask students to read the incomplete notes under “Amy’s predictions’. Explain that they have to complete Amy’s mistakes by listening to the recording. 13. Play the recording again, stopping after each answer for less able students towrite the answers if necessary.14. Tell students that they need to write what Master Zhang says will happen to Millie under the heading ‘Master Zhang’s predictions’. For weaker classes, ask students to use the information on page 14 to complete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to complete the column on the right.15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.Part BObjectives1. To exchange information about others2. To talk about a person’s characteristics3. To discuss the positive and negative aspects of a person’s character, relative to a task or positionteaching procedures1. Review ‘chairperson’, ‘imaginative’, ‘stubborn’, ‘give up’and ‘outgoing’. For stronger classes, ask students to explain the meanings. For weaker classes, you can give them the meanings.2. Introduce the topic and language structures to students in a light-hearted way, to build up their confidence.3. Ask three students to read the profiles of Peter, Suzy and David out loud.4. Ask two of the more able students to read the conversation between Millie and Kitty.5. Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.6. For stronger classes, ask students to talk about a student in their class who would make a good chairperson of the Students’ Union. Remind them to give reasons for their choice.7. Ask a few pairs to present their conversations to the class.8. Homework: 《课时练》P13-149A Unit 1 Star Signs第八课时Study skills 主备：李树丽Objectives1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.2. To recognize and correct mistakes about inappropriate level of formality in finished workteaching procedures1. Review ‘formal or informal language’, ‘endings’ and ‘slang’. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.2. Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.3. Explain the difference between abbreviations and contractions. An abbreviation uses only the first letters of a name or phrase, or leaves out letters to shorten a word.A contraction is a short form of a word or words when an apostrophe replaces a letter or letters.4. Ask students to work in pairs. First, ask them to underline parts of the letter on page 16 which they believe are inappropriate.5. Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.6. Ask a different pair in turn to give their answers for each number, noting mistakes and mispronunciation.9A Unit 1 Star Signs第九课时Main task 主备：杨树兵Objectives1. To organize ideas and build a justification for those ideas2. To use examples to support ideas3. To write a formal letter with the correct degree of formality4. To write about a person’s characteristics and skills5. To present a recommendationteaching procedures1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.Tell more able students that this type of chart is often called a ‘mind map’. In the centre is the main idea—in this case a person’s name. Joined to the center are the main ideas—here are David’s characteristics. On the outside are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.2. Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.Remind students that this kind of writing is often objective—some people may value one characteristic more highly than another. Encourage them to think for themselves by telling them that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.3. Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide. Check answers as a class.4. Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. You could encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students’ reference.Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.6. Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie’s letter as a model. Encourage them to add new and additional information if they can, and remind them that they can use synonyms of the adjectives in the letter.7. When students have finished their letters, remind them to check their own work for mistakes. Tell students to swap their letters with their partners to check each other’s work for mistakes.8. Suggest alternatives and improvements to students’ work. Try not to tell students what they have done wrong all the time. Also highlight areas where they have done something well, in order to boost their confidence.9. Ask students to write their final letter on a piece of plain paper, or for those who are able to, type it on a computer.10. Display the letters on the classroom wall. For stronger classes, ask each student to present their recommendation to the class. for weaker classes, allow students to present their recommendation to a partner only.11. Homework: 《课时练》P15-169A Unit 1 Star Signs第十课时Main task 主备：何良琴Check outObjectives1. To review key vocabulary and grammar items taught in the unit2. To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so3. To allow students to check their progress and ask any questions they may still haveteaching procedures:1. Tell students that this is revision. They have already learnt these words and grammar items2. Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers.Part BTeaching procedures:1. Students complete Part B on their own.2. For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambled words.3. Homework: 《课时练》P17-20。
冀教版九年级英语全册Unit 1 Lesson 6 导学案
《Lesson 6 Stay Away from the Hospital》导学案导学案序号：Unit 1-6课时：1课型New lesson主备人：xxx 审批九年级备课组学习目标1教学目标：掌握语法feel t errible about ……=feelsad/sorry about ……为……而难受 2.能力目标：灵活运用课堂中学的知识点。
3情感态度价值观：用生活中的实例记忆知识点。
学习重点feel terrible about ……=feelsad/sorry about ……为……而难受学习难点be worried about 担心He is a bit worried about her illness.学法指导通过课前预习掌握基本知识，通过合作探究解决较难知识，通过堂达标巩固所学知识。
知识准备be worried about 担心备课组补充预习检测英汉互译1. 生病___________2. 为……感到难受____________3. 告诉某人关于________________4. 没能上学____________5. have a good rest_________6. have appendicitis______________7. what the letter says____________8. take sth. out ____任务导学1. fall ill/sick 生病 fall 是系动词“变成”2. miss school 未上课 miss 耽误，错过Miss doing sth. 错过做某事Miss 还有“思念的意思”3. feel terrible about ……=feel sad/sorry about ……为……而难受学习流程4. be worried about 担心He is a bit worried about her illness.他有点担心她的病5. take a holiday 意为“休假”达标检测达标检测单项选择1. ----How long has Mrs. Green _________?----Since last week.A. become illB. fallen sickC. got sickD. been ill2. The mother was _______ her son because he had not been back.A. worry aboutB. worried aboutC. to worry aboutD. worrying about3. I have _______ to do. Please give me _____ to read.A. something, anythingB. nothing;somethingC. nothing;somethingD. anything;not hing4. The boys arrived late at the cinema, and ______ the start of the film.A. caughtB. missedC. gotD. lost5. Everyone listened to Lei Feng’s sto ry ______ in the classroom.A. quietB. quietlyC. quickD. quickly6. Be quiet! I’ll tell you what my friend’s letter ________.A. saysB. writesC. readsD. sings7. The doctor told m e _______ plenty of water and have a good rest.A. drinkB. to drinkC. not to drinkD. to not drink句型转换1. Danny had his appendix out yesterday.(改为一般疑问句)_______ Danny _____ his appendix out yesterday?2. I feel terrible, I don’t want to eat anything(合并为一句)I feel terrible, ______ I don’t want to ear anything.学习流程拓展延伸3. They have had a very interesting week.(改为感叹句)______ _____ ______ week they have had!4. Where is she? He wanted to know. (合并为一句)He want to know where ___________.5I have something to tell you about your car.(改为否定句) I_____ have _______ to tell you about your car.小结Let’s summarize the key points and difficult points together.作业布置1. 1. Understand the meaning of the text2. 2. Remember the mastery words in this lesson.3. 3. Finish the activity book of less on 6.4. Pr eview the “Think about it” in next lesson。
9A Unit1第6课时教案和习题
9 A Unit 1 Star signs主备人：执教人：执教班级：执教时间：年月日Content: 9A Unit Integrated skills APeriod：9－6Teaching aims and demandsKnowledge objects:1. To understand the context of a horoscope, in both its written and forms.2. To consolidate the information gained from reading and listening, then determine the factsAbility objects:Use the new words and patterns in expression.Key points:Aims 1, 2Difficult points:Aims 1, 2Teaching aids:Teaching methods:listening and readingTeaching procedures:9A Unit 1达标检测（第6课时）Integrated skills A一、选择题。
(8分)1. I will have ______ at school around the middle of the month.A. successB. successfulC. succeedD. succeeded2. I may have problems with my __________.A. healthyB. healthilyC. healthierD. health3. ________, he was badly hurt.A. LuckB. LuckilyC. LuckyD. Unlucky4. You will have problems ______ your study this month.A. withB. forC. byD. at5. You will find some money while _______ in the streets.A. to walkB. walkC. walkingD. walked6. It is necessary _______ we hand in our exercises on time.A. thatB. /C. whereD. A and B7. I think Jack will win the match, ________?A. don’t youB. won’t heC. doesn’t heD. isn’t he8. It’s ______ of you to tell us some jokes.A. great funnyB. very funC. real funD. very funny二、用所给词的适当形式填空。
Unit 1 第6课时 section B(3a-self check)教学设计九年级英语(人教版)
Unit 1 How can we become good learners?教学设计学生活动设计意图教学目标 1.语言能力：能写介绍有关学习方法或者学习建议的作文；2.文化意识：通过写学习方法或者学习建议的作文，认识到中英语言上的相似性和差异性；3.思维品质：通过介绍学习方法或者学习建议的写作，培养学生的思维能力、表达能力；4.学习能力：通过写学习方法或者学习建议的作文，积累写作技巧和锻炼写作思维，培养写作能力。
教学重点与难点1. 掌握写作技巧、写作步骤等；2. 通过写作学习更多和节日相关的表达。
教学准备教具准备: 多媒体课前准备：学生完成预习案教学过程（40mins）学生活动设计意图导入Lead in（1mim）Teacher：Welcome to our writing kitchen. Today we’regoing to make a hamburger. Are you ready？进入学习状态把做汉堡和写作联系起来，使写作更富有趣味Pre-writing（10mins）写前Step 1：Learn the taskTeacher：Today we’re going to write a composition. Havea look at the materiel. We need to make a hamburger. Howto make it？Students：...Step 2：Guide to make a hamburgerTeacher：Great！We need to focus on while we are writing,the subject is based on the second person and the firstperson. And we use simple present tense. And the mainpoints are about the methods of learning. How do weknow?Step 3：Find the details from the materialTeacher：Let’s come back to the material. We can get theinformation about first person from “你”，and get the tensefrom “初中学习生活”，introducing the methods oflearning at present.Step 4：PreparationTeacher：To make a hamburger, we need two pieces ofbread, one refers to writing genre, the other refers towriting structure and ...Teacher：OK, let’s begin.根据老师的提问结合材料，回答问题把做汉堡的准备过程和写作前的准备结合起来，更形象生动的展示写作的步骤While-writing（15mins）写中Analyze the materialStep 1：Make sure the genre（1min）Teacher：We can learn the genre from “写一篇短文投稿”. It’s description, Introduce the methods of learning.Students：...Step 2：Make sure the structure（1min）Teacher：The structure can be divided into three parts ortwo parts. The beginning is beginning, Introduce themethods of subject. The second part is body, introducingthe main methods. The last past in the ending, summarizesthe above.Step 3：Add the words and phrases（5mins）Step 4：Add the sentence structures（2mins）Step 5：Add the complex sentence（2mins）Step 6：Add the sayings（2mins）Step 7：Check the grammar knowledge（2mins）根据老师的提问结合材料，回答问题把做汉堡的过程和写作的过程联系起来，更形象生动的展示写作的步骤Post-writing（10mins）写后Step 1：Taste the hamburger.Step 2：Finish the activities.（4mins）1 Fill in the blanks with the words in the box.2 Number these sentences in order to make a conversation.3 Give advice to these people.完成课文的练习。
人教版九年级英语上册教案 unit1第六课时
课题：Unit 1How do you study English for a test?Reading How do you deal with your problem?Teaching goals:Talk about how to deal with our problems in our life. To get the students master the following words and expressions : deal with, unless, unfair, solve, regard, duty, easily, influence, be angry with, go by, friendship, lose, disagreement, development, adult, try one’s best, unimportant, face, soldier, break off. To train the students use dictionaries and make sure that the definitions they find in dictionaries match the context. To get the students know that problems exist in our life and we should hold the correct attitude towards them and try to solve them in good ways.Preview:Look up the meaning of each word in the box in a dictionary.deal(v.) __________ unless(conj.) __________ unfair(adj.) ___________affect(v.) _________ solve(v.) _____________ challenge(n.) _________ regard(v.)_________ smart(adj.) ___________ duty(n..) ____________ instead(adv.) _______Step 1. Warming up and leading in:T: Hello, everyone! In the last lesson we have solved the problems of learning English.Now look around ourselves, we are healthy and happy. But can you imagine what we would do if you couldn’t speak or move?S: It’s terrible. I think I would do nothing and waited until I died.T: Really? Now let’s know about a very famous scientist-- Stephen Hawking. (Show a picture of him). He said i t’s not a problem –it’s a challenge, enjoy facing it..T: we usually have many problems in our life. If we deal with them well, we’ll be happy. If not, they will have bad effects on us. So how do we deal with our problems?（设计意图：本环节先以著名人物史蒂芬••霍金为切入点，引入本课的话题；然后介绍史蒂芬••霍金的不平凡的人生经历。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
9A Unit 1 Star Signs (Period 6)Gramma r（2）（教案）一备：启东市继述中学朱海舟__95分_二备：启东市南苑中学郁彩萍Teaching objectives:1.区分句子不同成分2.用句子基本成分造句Main points: some useful phrases: do an experiment in the laboratory ；have got a toothache； See the dentist；Pictures of all kinds of butterflies； Be awake ；the first cloned sheep； A glass of lemonade chesseDifficult points:双宾语与复合宾语Teaching points:小黑板、彩色粉笔、练习纸Teaching Procedures:Step 1 Free talkStep 2 检查预习内容：①请学生朗读、校正并拓展experiment (agreement、 development)laboratory (history)=Labtoothache (headache 、stomach ache)dentist (artist 、scientist )butterfly 复数 butterflies②校对并朗读、背诵目标所引短语do an experiment = do experimentsmuch/a lot of cheese/lemonadeStep 3 引入新课T: Do you like sheep?S:……T:I like sheep. I like sheep now. I like sheep very much now. I really like the first cloned sheep very much now.T:组成句子的各个部分叫做句子成分。
一个句子的基本成分是主谓宾。
为丰富句子成分，我们可以增加或减少句子成分。
扩句练习：见学案部分缩句练习：见学案部分一、师：逐一讲解（different parts of a sentence）重点讲双宾语与复合宾语双宾语：有些动词：refuse 、lend、 pass 、hand、 sell 、feed、 post 、return、 write、 bring、 throw、 give、 ask、 tell、 leach、send 、show 、buy等可带两个宾语，一个指人,称间接宾语；一个指物，称为直接宾语。
注：①间宾常置直宾之前,有时为强调间宾，可用直宾+to(for)+间宾(色笔标注)eg. She gave some good advice to the students.Will you buy another dictionary for her?用for常见动词还有：draw 、sing、 cook、 make、 find等②如直宾是人称代词，须把间宾后置，并在前加“to” (色笔标注)eg. I have found the book and give it to her.复合宾语：补充说明宾语的成分叫宾补，它与宾语合称复合宾语。
动词：call、allow、keep、consider、make、see、find、name、hear、have、let、get、help、wish、advise等后常接宾补。
宾语与宾补逻辑上为主谓关系。
eg.略定语：饰不定代词须后置。
Something new、nothing to do ……Step 4 Practise1、说出划线部分在句子中的成分。
（见学案部分）2、完成第16页C部分练习13、展示更多句子，让学生进一步操练。
（见学案部分）部分练习4、完成第17页C2Step 5 A game1.三名学生想出一些分别代表句子主谓宾的词或词语，然后组句。
提醒学生们要确保句子的语法和意义都正确。
其他学生给句子增加成分并说出新增内容的句子成分。
2.不同的句子成分由不同词性的词或短语来充当，如：主——名、谓——动、定——形、状——副……。
全班分成若干组，每个小组代表一个句子成分，要求他们独立写出充当该句子成分的词或短语，然后任意组句。
Step 6当堂检测一、分别说出句中划线单词或短语在句中的成分。
1、Paper catches fire easily2、They named the beautiful girl Alice.3、The sky is blue.二、译写下列短语1、做实验2、在实验室3、牙痛4、看牙医5、各种蝴蝶的照片6、醒着7、第一只克隆羊8、一杯柠檬水9、许多奶酪Step 7Homework1、完成配套练习2、预习下一课时内容9A Unit 1 Star Signs (Period 6)Gramma r（2）（学案）一备：启东市继述中学朱海舟二备：启东市南苑中学郁彩萍一、预习题1、朗读并背诵下列生词：experiment、laboratory、toothache、dentist、butterfly、clone、awake、cheese、lemonade.2、在书本中找出下列短语做实验在实验室牙痛看牙医各种蝴蝶的照片醒着第一只克隆羊一杯柠檬水许多奶酪二、当堂训练题（一）扩写下列句子She enjoys cheese.They want to have lemonade.（二）缩句Millie really wants to eat the chocolate cake in the fridge now.The last plane will take off in a few minutes.（三）说出划线部分在句中的成分1、My sister works.2、Sam has many friends.3、Simon is a boy.4、Daniel lends me a pen.5、Amy finds English very useful.6、Justin can make good friends easily.7、Would you like to show me a photo of yours?8、Is Paul a hand-working student in your class?（四）选择句中划线部分句子成分1、She felt very worried.A. PredicativeB. AdverbialC. Direct object2、This is a useful book.A. PredicateB. PredicativeC. Attributive3、Ricky helped with the charity show.A. PredicateB. SubjectC. Adverbial4、Lots of people knew about the advertisements.A. PredicateB. ObjectC. Attributive5、She showed us a new TV set.A. Indirect objectB. SubjectC. Direct object6、The students consider Mrs Gu the best teacher.A. ObjectB. SubjectC. Object complement7、He bought his son nice presents.A. Indirect objectB. SubjectC. Direct object8、Do you want your coffee black.A. AttributiveB. Object complementC. Direct object三、当堂检测题(一)分别说出句中划线单词或短语在句中的成分。
1、The sky is blue.2、Paper catches fire easily.3、They named the beautiful girl Alice.（二）译写下列短语1、做实验2、在实验室3、牙痛4、看牙医5、各种蝴蝶的照片6、醒着7、第一只克隆羊8、一杯柠檬水9、许多奶酪9A Unit 1 Star Signs (Period 6)Gramma r（2）（配套练习）一．根据题中空格后的中文提示、英文释义或句意写出所缺单词。
1、Old Mr Black wants to (克隆) a pet dog.2、I have a bad toothache. I‟ll go to see a .3、In spring (蝴蝶)fly from flower to flower.4、We often have (实验)in physics classes.5、Wanghai likes (food made from Milk)very much.二．单选题( )1、Although it was late at night, S andy was still .A. WakingB. wokenC. awakeD. wake( )2、I have got a new computer. My father .A. gave them to meB. gave it to meC. gave one to meD. gave me it( )3、Smoking is harmful, so people should try their best to .A. give up itB. give it inC. give in itD. give it up( )4、When I came into the room . I found in bed .A . him lyingB . he lyingC . he is lyingD . he lies( )5、Dadiel is a helpful student . What sentence element is “helpful”A . subjectB . ObjectC . AttributiveD . Predicate三．句型转换1、She sent me a letter a week ago.(同义句转换)She sent a week ago.2、Mother often cooked me nice food in the past.（同义句转换）Mother often cooked in the past.3、We can call him Xiao Li.(划线提问)we call him?4、There‟s little cheese in the fridge. （同义句转换）there in the fridge?5、She is so clever that she can answer the question .(同义句转换)She is to answer the question.四．完形填空I have had thousands of classes since I started school nine years ago. But only one 1 was the most important.It happened last term just after I had got a 2 result in an exam. I was sad and had lost my confidence. I decided to go to a class which can tell me how to be 3 .The speaker walked into the room. But he did not start talking 4 a teacher. In-stead, he held up a twenty yuan note(钞票) !"Who wants this?" he asked. Unsurprisingly, 5 of us in the class held up our hands.The speaker smiled. Then he put up the note on the blackboard and asked the same question. Again, we all put up our hands. The speaker smiled again,but 6 nothing. Suddenly, he threw the note onto the floor! Then he asked the same 7 a third time.I didn' t 8 what the speaker was doing. Why was he asking the same question again and again? I didn't know what to do. I wanted the note, 9 I put my hand up again. After a while, he 10 the note and started to laugh. "You have all just told me how to become successful, " 11 said to us with the note in his hand."The note is worth twenty yuan. It is 12 worth twenty yuan, even though I throw it on the floor. You are like the note. No matter 13 happens to you, you still have your worth."When I heard those words, I was deeply moved. Suddenly, I 14 I was worth a lot. I may have done in an exam, but it doesn't 15 I can' t do well in the future. If I believe in myself, I will be successful!( )1. A. classroom B. subject C. class D. school( )2. A. same B. good C. lucky D. bad( )3. A. comfortable B. successful C. famous D. rich( )4. A. like B. for C. about D. by( )5. A. both B. neither C. all D. none( )6. A. said B. bought C. saw D. wanted( )7. A. student B. teacher C. question D. way( )8. A. remember B. understand C. notice D. find( )9. A. so B. though C. if D. or( )10. A. took out B. threw away C. picked up D. put down( )11. A. you B. he C. she D. they( )12. A. never B. sometimes C. hardly D. always( )13. A. when B. who C. what D. how( )14. A. realized B. forgot C. dreamed D. decided( )15. A. know B. mean C. think D. complain五．阅读理解ABob was happy. He was at a new school, and the other students were friendly. “Hi, Bob!” they said. But some students said, “Hi, Peter!” Bob didn't understand. He asked another student, “Why do some students call me Peter?” The student said. “Peter was a student here last year. Now he goes to a different school. You look like Peter. Some students think that you're Peter.”Bob wanted to meet Peter. He got Peter's address from a student and went to Peter's house. Peter opened the door. Bob couldn't believe his eyes. He looked really like Peter! Bob and Peter had the same eyes and the same smile. They had the same black hair. They also had the same birthday.Bob and Peter found out that they were twin brothers. Soon after the boys were born, one family adopted Bob, and another family adopted Peter. Bob's family never knew about Peter, and Peter's family never knew about Bob.Bob and Peter's story was told in the newspaper. There was a photo of Bob and Peter next to the story. A young man named John saw the photo in the newspaper. John couldn‟t believe his eyes. He looked like them and he had the same birthday. And he, too, was adopted by one family. Why? You can guess.（）1. Some students took Bob as _______.A. JohnB. PeterC. his sisterD. his cousin（）2. John knew the story of the twin brothers from_______.A. a newspaperB. a bookC. his neighbourD. his parents（）3. Bob, Peter and John were_______.A. friendsB. classmatesC. brothersD. twinsBThere are many channels on British television and each channel has several programmes throughout the day. Some programmes are only for 3 minutes but some are one hour long.The people who read the news are called news presenters and they are very famous because they appear on television every day,This is a popular news presenter in England called Trevor McDonald, in the news studio. He presents a programme called “News at Ten”in the evening from Monday to Friday.Another popular news presenter is Kirsty Young. She has a more modern style of reading the news and she likes sitting on a desk not on a chair! Television news presenters need to work as journalists (采访记者) because they have to write most of the news that they read. So they spend several hours in the news studio before the programme starts.They decide, with the producer of the progrsmme, what news events should be included.The presenters need to learn how to say any difficulty words, like foreign names, and they watch news films that other journalists have sent to the studio.Sometimes an important news event takes place after the programme has started, so the presenter has to be able to read something without looking at it first. They mustalways keep calm when there are many changes during the programme. It‟s not easy, right?（）1. The people who read the TV news are ?A reportersB news presentersC editorsD designers（）2. Kirsty Young is special because ?A She likes sitting on a desk when she is reading the newsB She has to work as a journalistC She spends several hours in the news studio before the programme starts.D She presents a television programme called “News at Ten”( )3. Which of the following is not the right reason to explain being a good news presenter is not easy?A They need to write most of the news that they read.B They need to learn how to say any difficult words , like foreign names .C They have to read something without looking ay it first .D They decide what new events should be included alone .( )4. The title for the passage should be .A British Television NewB Trevor MvDonald And Kirsty YoungC New Presenters In BritainD How To Be A Good News Presenter六．任务型阅读Philip is a polite boy. At least his friends think so.For example, one day on his way home, he ran into a woman who was crossing the road. "Oh, I'm sorry, " Philip's face turned red. " Please excuse me too, " said the woman. " I wasn't watching for you. " Then they said good-bye to each other and went on their way.Soon Philip forgot it. He was singing happily as he was walking. When he got home, his father opened the door for him as usual and helped him put down his school bag. When Philip turned, he nearly ran into his mother. She was standing behind him in order to pass him a cup of water." Move out of the way!" Philip said impatiently. Then he drank the water. His mother walked away. Philip didn't see the tears in her eyes.Sometimes we act just like Philip. ( )Remember: FAMILY means Father And Mother, I Love You!1. What do Philip's friends think of him?2. Who usually opens the door for Philip when he gets home?3. Why did Philip's mother stand behind him?4．将文中划线句子译成汉语。