九年级英语《Unit 1 Star signs》教案2 牛津版

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九年级英语上册《Unit 1 Star signs》教案牛津版

《Unit 1 Star signs》教案I. Teaching objectives 单元教学目标II. Teaching materials analyzing 教材分析1. 教材分析本单元的主题是描述人物，旨在通过阅读、听力和对话练习等活动帮助学生掌握如何描述一个人的性格特点。

让学生掌握用it is + 形容词 + of … + (not) to-不定式来表达对某人行为的看法，以及用动词to be + 形容词 + enough + to-不定式来描述一个人的性格和能力，这也是本单元的语法重点。

本单元的写作任务是写一封正式的信函，一篇关于某人性格与技能的文章，并提交一封推荐信。

1.1 Comic strip 通过漫画中Eddie和Hobo之间的对话，点明本单元学习的内容要点是星座。

1.2 Welcome to the unit 让学生了解各个星座标志的名称。

由此激发学生们了解一些西方文化的兴趣。

1.3 Reading 选择一段文章，让学生了解星座是什么以及他们各代表什么，并能学会描述一个人的性格特征。

1.4 Vocabulary 通过一些描述人物性格特征词汇的集中学习，可以让学生用形容词描述性格，并辨别形容词是褒义还是贬义。

1.5 Grammar学习总结本单元出现的语法项目。

该部分包括三个方面的内容，一是“it is + adjective + of … + (not) to-infinitive”的学习；二是“to be + adjective + enough + to-infinitive”的学习，三是学习句子中的不同成分。

1.6 Integrated skills 将各种语言技能有机地结合在一起，以提高学生综合运用语言的能力。

让学生在书面和口语形式中理解星象，从阅读和听力材料中加深对有关信息的了解，然后再弄清事实。

1.7 Study skills 让学生辨别和了解英语口语中正式程度的不同表达，在已经完成的作业中找出并改正不合适的用语错误。

英语九上牛津译林Unit1Starsigns教案(3)(ReadingII)

英语九上牛津译林Unit 1 Star signs：教案（3）（Reading II）课题：9A Unit1 Reading IITeaching Aims：1、知识目标(Knowledge)：掌握课文中的短语及相关知识点2、能力目标(Ability)：让学生能较好的运用知识3、情感目标(Emotion)：Teaching steps：Step I：GreetingStep II：Get some Ss to tell the class his/her star sign, and his/her characteristicsStep III：Finish Part B.Step IV：检查《导学案》中预习作业完成情况。

Step V：Language points1、A year is divided into 12 different signs.一年被分成12个星座。

divide…into…把……划分成……eg:The English teacher divided the class into groupsbe divided into…被分成……（为被动语态结构，被动语态结构是be+过去分词）eg:The students were divided into 4 groupsEnglish is learned all over the world.见《导学案》例题12、Some people believe that people born under the same star sign share similar characteristics.一些人相信生于同一星座的人有着类似的性格（1）similar “类似的，相像的”但不完全一样，常用搭配：be similar to…与……相似eg:Mary ’s hat is similar to Jan ’s.玛丽的帽子与简的帽子差不多。

unit1《starsigns》教案2(牛津英语初三上)

unit1《starsigns》教案2（牛津英语初三上）Language functions and focus1. Use 'It is' + adjective + 'of ' ... + '(not) to'-infinitive to express opinions about a person's actions, e.g.,It is kind of Sandy to help me with my work.2. Use the verb 'to be' + adjective + 'enough' + 'to'-infinitive to describe a person's characteristics and abilities, e.g.,I am patient enough to wait for two hours.3. Learn different parts of a sentence4. Distinguish different parts of a sentence5. Use vocabulary to talk about characteristics, e.g., Billy has all kinds of different ideas. He is imaginative. Language skillsListening1. Listen for mistakes and write the correct words2. Identify specific points about events and advice for the month aheadSpeaking1. Describe people's characteristics2. Discuss which students have suitable characteristics to be the chairperson of the Students' Union3. Present a recommendation to the classReading1. Identify different characteristics using information about star signsWriting1. Organize ideas about characteristics2.Write a letter of recommendation based on characteristics3. Use a formal writing styleStudy skills1. Identify different levels of formality when writing and speaking English2. Identify inappropriate levels of formality◇第1 课时Unit openingWarm-up activityShow students pictures of famous people, perhaps cut out of a magazine or a newspaper. Ask them to describe the famous people's characteristics. This can be done orally, with students encouraged to shout out answers, or by writing the characteristics on a sheet of paper. For weaker classes, help students by writing a list of characteristics on the board, which they can then choose from.Welcome to the unitObjectives1. 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 animal 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, i.e.,子丑寅卯辰巳(sì) 午未申酉(yǒu) 戌(xū) 亥(hài)Rat (鼠) Ox (牛) Tiger (虎) Rabbit (兔) Dragon (龙) Snake (蛇)Horse (马) Goat (羊) Monkey (猴) Rooster (鸡) Dog (狗) Pig (猪)For stronger classes, encourage students to say the names unprompted.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 from 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 say the name of their star sign aloud.6. Homework.Copy the new words.Finish off the Workbook exercises.◇第2 课时Reading(The new words)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 characteristicsThe new words of Pages 4 and 5.1. divideLet's divide ourselves into several groups. 我们分成几个小组吧2. similar adj.相像的，相似的；近似的My new dress is similar to the one you have.我的新衣服和你的那件相似。

英语初三上牛津译林unit1starsigns：经典教案(2)

英语初三上牛津译林unit1starsigns：经典教案（2）本卷须知1.答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。

2、选择题必须使用2B铅笔填涂；非选择题必须使用0.5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。

3、请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。

4、保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。

PERIOD〔2〕教学题目：9AUNIT1READING〔1〕教学课时：PERIOD2教学部分：PAGE8－11教学课型：新授课；阅读课教学目标：通过各种阅读手段了解各星座的时间和名称；了解与性格有关的词汇教学内容：归纳各星座的人物所拥有的性格特征，了解文章大意教学准备：录音机，多媒体，投影仪教学步骤：STEP1REVISIONFINISHSOMEEXERCISES.REVIEWTHESTARSIGNS：LOOKATTHESTARSIGNSANDNAMETHEM.READTOGETHERAFTERTHETEACHER.GUESSINGGAME：〔TESTWHOHASTHEBESTMEMORY〕TEACHERWILLSAYTHECHINESENAMEOFTHESTARSIGN；STUDENTSTRYTOFINDOUTTHERIGHTPICTUREANDSAYTHENAMEINENGLISH.STEP2LEAD－INFREETALK：WHATISYOURSTARSIGN？CANYOUTELLMESOMETHINGABOUTYOURSELF？〔ABILITIES，SPECIALQUALITIES，CHARACTERISTICS〕HOWMANYSTUDENTSAREUNDERTHESAMESTARSIGNASYOU？〔YESTERDAY'SHOMEWORK〕WHATARETHEYLIKE？〔CLEVER，KIND，GENEROUS，HARD－WORKING，BRAVE，PATIENT，POLITE….〕DOYOUSHARESIMILARCHARACTERISTICS？〔LETSTUDENTSSPEAKOUTASMANYADJECTIVESABOUTCHARACTERSASPOSSIBLE.〕DOYOUKNOWTHESEWORDS？THEYAREALSOUSEDTODESCRIBEPEOPLE.〔TEACHTHENEWWORDS，ANDFINISHEXERCISEBONP10.〕READTHENEWWORDSAFTERTHETEACHER.THENLETSTUDENTSREADTHESENTENCESBYTHEMSEL VES.DOSOMEMOREEXERCISESTOSEEIFSTUDENTSHAVEKNOWNALLTHEWORDS'MEANINGS.STEP3READINGT：IT'SSAIDTHATSTARSIGNSCANREPRESENTAPERSON'SCHARACTERISTICS.LET'SCHECKIFITIST RUE.PLEASELISTENTOTHETAPEANDLEARNSOMETHINGABOUTTHEM.READINGTASK1：AFTERLISTENINGTOTHETAPE，DO“T”OR“F”QUESTIONS.READINGTASK2：ASKSTUDENTSSOMEQUESTIONSTOCHECKIFTHEYHAVEKNOWNTHEMAINIDEA，WITHTHEBOOKSOPEN.ISARIESLAZY？WHICHSTARSIGNLIKESSAVINGMONEY？DOESSAGITTARIUSLIKETELLINGJOKES？WHICHSTARSIGNHASTHEBESTIMAGINATION？IFYOURBIRTHDAYISON13THSEPTEMBER，WHATISYOURSTARSIGN？MAKESTUDENTSREADTHEARTICLEPASSAGEBYPASSAGEANDTRYTOFINDOUTTHEADJECTIVEST ODESCRIBEPEOPLE'SCHARACTERISTICSWITHTHEPICTUREOFEACHSTARSIGN.〔ESP.THEIROWNSTARSIGN〕T：WHOSESTARSIGNISARIES？WHENISYOURBIRTHDAY？WHATCHARACTERISTICSDOYOUHAVE／DOTHISSTARSIGNHAVE？ARIES：ENERGETIC，ACTIVE，IMPATIENT，SELFISHTAURUS：STUBBORN，HARD－WORKING，PATIENTGEMINI：CURIOUS，CLEVER，OUTGOINGCANCER：KINDLEO：STRONG，CONFIDENT，GENEROUSVIRGO：MODEST，PRACTICALLIBRA：POLITE，FAIR，ELEGANTSCORPIO：POWERFUL，SILLYSAGITTARIUS：HUMOROUS，LUCKYCAPRICORN：SUCCESSFUL，PATIENTAQUARIUS：KIND，WISE，STRANGEPISCES：GENEROUS，KIND，GENTLE，EASY－GOING，CREATIVE，IMAGINATIVEDISCUSSION：WHATISYOURSTARSIGN？DOYOUHAVETHESAMECHARACTERISTICSASTHESTARSIGNSAYS？DOYOUTHINKWHATTHESTARSIGNSSAYABOUTPEOPLEAREFACTS？－－SOWECANHAVEACONCLUSION：WHATTHESTARSIGNSSAYABOUTPEOPLEARENOTFACTS.WECANJUSTLEARNABOUTSTARSIGNSFORFU N.STEP4SOMEMOREEXERCISESWHATAREYOURCHARACTERISTICS？WRITEASHORTDESCRIPTIONOFYOUROWNCHARACTERISTICS.THENSHOWYOURDESCRIPTIONTOYOURPARTNER.DISCUSSWITHYOURPARTNERWHETHERORNOTYOUAGREEWITHEACHOTHER.STEP5HOMEWORKREADTHEPASSAGETHREETIMES.REMEMBERALLTHEADJECTIVESWHICHDESCRIBEAPERSON'SCHARACTERISTICS.课后作业词义搭配.ENERGETICDOESNOTEASILYGETANGRYOUTGOINGCARESONLYABOUTHIMSELF／HERSELFCONFIDENTISFRIENDLYANDLOVESTOMEETPEOPLESELFISHCANWAITWITHOUTGETTINGANGRYEASY–GOINGHASLOTSOFENERGYFAIRWANTSTOKNOWABOUTEVERYTHINGPATIENTFEELSSUREHIS／HEROWNABILITYCURIOUSTREATSEVERYONEEQUALLY填词游戏.1.THECHILDISSO＿＿＿＿＿＿＿＿.HENEVERFEELSTIREDANDKEEPSRUNNINGAROUND.2.SHELOVESPARTIES.BECAUSESHEISVERY＿＿＿＿＿＿＿＿.3.HEANSWEREDTHEQUESTIONINA＿＿＿＿＿＿＿＿＿WAY.HETHINKSHEWILLWINALLTHETIME.4.MYDESK－MATEISVERY＿＿＿＿＿＿＿.SHENEVERSHARESCAKESWITHME.5、HEISA〔N〕＿＿＿＿＿＿＿＿MAN.HEALWAYSSAYSYESTOOTHERS.6、ATEACHERSHOULDBE＿＿＿＿＿＿TOEVERYSTUDENTINJUDGINGHISORHERPERFORMANCE.7.YOUMUSTBE＿＿＿＿＿WHENTALKINGTOAYOUNGCHILD.DON'TBEANGRY.8.EDDIEIS＿＿＿＿＿＿＿TOEVERYTHINGBECAUSEHETHINKSITMAYBENICEFOOD.。

九年级英语上册《Unit 1 Star signs Reading》教学案牛津版

九年级英语上册《Unit 1 Star signs Reading》教学案课时安排：2课时Teaching procedures:Step 1: RevisionRevise different kinds of colours by asking students:What’s your favourite colour?Step 2: Presentation1.Tell students that different colours can give people different feelings.2.Let students enjoy a series of pictures, including different kinds of colours and let students discuss:What’s your feeling after looking at the pictures?(Encourage students to say as much as possible.)Step 3: New lesson1. Read the passage aloud. Ask students to listen to you carefully and follow the text on the page.2. 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.3. Ask more able students what they think about the article. Do they agree with what it says or which part of it do they like most? Encourage more able students to give reasons for their answers.4. Ask students to tell the class any interesting facts they know about the colors. Step 4: Practice1. Ask students to read Part A on page 26 and 27 again and use the information to complete Part B1 on page 28.2. Ask students to work in pairs to complete Part B2. Ask students to raise their hands when they have finished. The first pair to finish the exercise correctly is the winner.3. After students have finished, give the correct answer to each question.Step5:1. Ask students to refer to the passage on page 26 and 27 and use the information there to fill in Part C1 to fill in the blanks in Part C1 on page 29.2. Ask students to check their answers with their partners. If students have different answers, ask them to read out .3. Ask 5 students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.4. Tell students that it is time for them to think of their favorite color. Tell them to write the name of this color in the first blank in Part C2.5. Ask students to check in the reading passage of their to see what these colors represent. They should then write what the colors represent in the second blank.6. Now, ask students to think about why they like this color. Encourage them to think about how this color makes them feel.7. Encourage students to think about their own characteristics. Remind them that they canalso use words that are not on board. Ask them to write their characteristics in the fourth blank.8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics re presents. Then they should tick “yes” or “no” in the fifth blank.9. When students have finished , ask 5 or 6 of the more able students to stand up and read what they have written to the rest of the class. Praise them for any parts they have done well. Try not to focus only on their mistakes.Language points1.Colours can change our moods and make us feel happy or sad, energetic or sleepy.( 颜色会改变我们的情绪，让我们感到高兴或悲伤，充满活力或昏昏欲睡。

九年级英语上册 Unit 1 Star signs Main task教案牛津版

中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。

一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。

书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。

早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。

1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。

2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。

（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。

3、教具准备：粉笔，钢笔，书写纸等。

4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。

（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。

（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。

三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。

（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。

2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！A书法文字发展简史：①古文字系统甲古文——钟鼎文——篆书早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。

初三英语上学期Unit 1 Star signs单元教案

牛津版本英语九年级上Unit 1 Star signs单元教案第一课时 Welcome to the unitObjectives1. 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 day the name of their star sign aloud.6. Homework: 《课时练》P1-2hHjhj9A Unit 1 Star Signs第二、三课时 ReadingObjectives1. 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 cha racteristics. 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 the ir partner’s characteristics in Part D2.7. Ask students to exchange books and compare what they have written.8. Homework: 《课时练》P3-6hHjhj9A Unit 1 Star Signs第四课时 VocabularyObjectives1. 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》P7-8hHjhj9A Unit 1 Star Signs第五、六课时 GrammarObjectives1. 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 el se’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 on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the 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》P9-12hHjhj9A Unit 1 Star Signs第七课时 Integrated skillsPart 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 th ey 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 to write 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》P13-14hHjhj9A Unit 1 Star Signs第八课时 Study skillsObjectives1. 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 taskObjectives1. 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 ad jectives 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》P15-16hHjhj9A Unit 1 Star Signs第十课时 Main taskCheck 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》P17-20hHjhj。

九年级英语上：Unit 1 Star signs全单元教案牛津版

Unit 1 Star SignWele to the unitObjectives1. 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 plete 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 plete 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 day the name of their star sign aloud.ReadingObjectives1. 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 plete 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 plete Part C1. When students have pleted all the answers, ask them to raise their hands. The first pair to plete 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. Askstudents 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 pare what they have written.VocabularyObjectives1. 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 plete Part A. 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 pare 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.GrammarObjectives1. 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 plete 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 on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the 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 makea sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.4. Ask students to plete 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 plete 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.Integrated skillsPart 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 facts teaching 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 .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 plete 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 pleted the exercise. This consolidates what studentshave 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 inplete notes under “Amy’s predictions’. Explain that they have to plete Amy’s mistakes by listening to the recording.13. Play the recording again, stopping after each answer for less able students to write 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 plete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to plete 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 position teaching 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.Study skillsObjectives1. 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.Main taskObjectives1. 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 remendationteaching 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 page17, 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 plete 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 fortable 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 puter.10. Display the letters on the classroom wall. For stronger classes, ask each student to present their remendation to the class. for weaker classes, allow students to present their remendation to a partner only.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 plete 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 thepictures will give them clues to the scrambled words.。

九年级英语上册 Unit 1 Star signs Vocabulary教案牛津版

energetic and active
a curious and clever person
a strong and confident person
a modest person
pay attention to details
a polite andit 1 Star signs Vocabulary
教学内容
9AUnit 1 Star signs
Vocabulary
年级学科
九年级
教学课时
共10课时第4课时
课型
新授
教学目标
1. To use adjectives to describe characteristics
2. To recognize whether an adjectives is positive or negative
3.When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their incorrect answer, ask other students what the correct answer should be.
二、请根据句意从方框中选用合适的词，并用其适当形式填空，使句子通顺。
patient kind help worry peace
1. He is very polite, a the elephant saw the white flag, it felt __________ and became calm.
5. She looks __________, because she will have a driving test tomorrow.

九年级英语上册《9AUnit1Starsigns》Reading(2)教学案(无答案)牛津版

《9A Unit 1 Star signs》Reading（2）教学案Class:_____________________ Name:________________________【教学目标】1.进一步理解课文细节，并能尝试复述课文 .2.学习文中重要词汇。

【教学重点、难点】正确使用所学词汇，掌握知识点。

【课前准备】1.梦想一切____________________________2.彼此同意___________________________3.只在意自己___________________________4.平等对待每人_________________________5.对自己的能力有信心_____________________6.与你星座所说的相符_________________【教学过程】【要点点击】1. fair adj. 公平的；公正的A judge must ___________ __________. 法官必须公正。

unfair adj. 不公平的；不公正的 He is an unfair officer.2. peace n. 和平 The Chinese ___________ ____________. 中国人爱好和平。

peaceful adj. 和平的，安静的 __________ __________ _________ 一个宁静的夜晚peacefully adv.3.argue vi. 辩论，争论argument n.argue with sb. about sth. 与某人争论某事It’s useless _________ _________ _________him ________ it.和他争论这件事是没用的。

He often _________ ________ his wife ________ how to ___________ the money.他和他妻子经常就如何花钱而争论。

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advertisement again at the top of the page in case they have missed something. Play the recording once more without stopping. 7. Ask stude nts to read their answers out. Step Three Practice 1. Play the recording for Part A3 2. Ask students to read the incomplete notes under “Amy’s prediction”. 3. Write down what Master Zhang says will happen
教学目标
教学重点教学难点教学过程
St ep One: Revision 1.Everyday English 2. Translations: ⑴. 现在一些年轻人够有钱，买得起私人小轿车。 ⑵．吴老师耐心地向学生讲解事情。 ⑶．记住这件事对我们大家都很重要。 ⑷．走廊够宽，可以让几个人同时通过。 ⑸．他认为这套西服不够便宜，所以他没买。 ⑹．只有他才会干出这样的傻事。 Step Two: Presentation 1. Ask students to say the 12 star signs. And review the Chinese animal signs. Rat, Ox, Tiger, Rabbit, Dragon, Snake, Horse, Goat, Monkey, Rooster, Dog, Pig. 2. Ask: What animal sign do you belong to? What is your star sign? Tell the students that we learn the Chinese horoscope just for fun. Where can you might read horoscope eg: newspaper, magazine, newsletter, website, or e-mail Can the horoscope predict the fu ture ? Do you think it is right? 3. Read Part A1 and explain some language points. 4. Play the recording ,Listen and try to finish Part A1 5. Play the recording again ,stopping after each answer or sentence 教学过程教学内容
总课r signs》教案 2 牛津版
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Integrated Ski lls To understand the context of a horoscope, in both its written and spoken forms. To consolidate the information gained from reading and listening, then determine the facts. To understand the context and the use descriptions of personality As the above 教学内容学生活动备课札记
to Millie under the heading “Master Zhang’s predictions”. 4. Check the answers. 5. So me language points. Step Four Practice in pairs. Talk about their own stars. Step Five Consolidation 一、翻译下列句子 1．这个月，我将好运和霉运交织。 2．你有许多事可以庆祝吗？ 3．你富有想象力，将来足以当艺术家。 4．在本月中旬左右你将在学业有成。 5．我妈妈花钱很明智的. 6．最近他爷爷身体有问题 Homework. Read and try to recite the passage. Finish off all the exercises
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6. Tell students to look at their answers .If they still have some gaps, ask them to read the
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