江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star signs Grammar Revision课件 牛津版
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star signs Welcome the unit课件 牛津版
Gemini
Cancer
/’ kæ nsǝ /
双子座
巨蟹座
/’ ʤeminai /
22nd Jun. -22nd Jul.
23rd Jul. -22nd Aug.
/’ li:ǝu /
Leo
狮子座 处女座
23rd Aug.-22nd Sept.
/’ vǝ:gǝu /
Virgo
23rd Sept.-22nd Oct.
Leo /’li:ǝu / 狮子座 23rd Jul – 22nd Aug
Virgo /’vǝ:gǝu / 处女座 23rd Aug – 22nd Sept
Libra /’li:brǝ / 天秤座
23rd Sept – 22nd Oct
21st Jaห้องสมุดไป่ตู้.-19th Feb.
Aquarius
/ǝ’kwƐǝriǝs/
Twelve animals in Chinese horoscope
What else?
The 12 animal signs of Chinese horoscope
Rat
Ox
Tiger
Rabbit
Dragon
Snake
Horse
Sheep
Monkey
Rooster
Dog
Boar
How old are you? What year were you born in? What is your animal sign? I’m the pig./I’m in the year of the pig.
Eddie and Hobo
One morning, Eddie was having his ________when he asked Hobo breakfast newspaperHobo to bring him the_________. told Eddie to read his stars in the newspaper interesting because it was very __________. Eddie got a piece of good news from the newspaper. It was he could have ____to lotseat and drink. But Hobo brought him a piece of ____ news. bad It was his breakfast had been eaten by______.
江苏省九年级英语上册《Unit 1 Star signs》课件：Int
However, I may have problems with my _h_e_a_lt_h_. I will need to get lots of rest and eat _h_e_a_lt_h_y_ food if I am feeling weak. Otherwise, I might get _s_ic_k_.
e.g. The young man had little success in finding a job. 那个年轻人找工作没什么结果。
Kitty: I’m not sure. Who else would be suitable?
Millie: …
1. Then, you will have success at school or work around the middle of the month. have success 获得成功 =succeed/be successful
can tell tell characteristics
Talking about a new chairperson. The Students’ Union needs a new chairperson. You are talking about why some classmates may or may not be suitable for the post.
energetic active curious practical wise
monkey
sheep
gentle elegant generous thoughtful hard-working shy
Chinese horoscope
Can Chinese animal signs forecast future? zxxk
江苏省九年级英语上册《Unit1Starsigns》课件Grammar
Unit 1
Read the following sentences. What do you find?
1. Jim took the homeless cat to the Animal’s Center. (kind) It’s kind of Jim to take the homeless cat to the Animal’s Center.
Attributive:由形容词、名词、或介词 短语来充当。
Jim is one of the excellent students in his class. I am a woman teacher. Have you found anything interesting in the newspaper? Do you know the man under the tree? Attributive is used to describe nouns or pronouns.
Predictive:由名词、形容词或介词短 语来充当
The policeman is tall and strong. The dish smells nice. All of them are doctors. It tastes like a strawberry. Predictive is an adjective, noun or a prep. phrase which comes after the link verb.
2. Sam ate up the whole cake himself. (selfish) It’s selfish of Sam to eat up the whole cake himself.
江苏省苏州市蓝缨学校九年级英语上册《Unit 1 Star si
《Unit 1 Star signs》Grammar教案1、Use the pattern ‘it is’+adj.+‘of’…+‘（not） to do’ to express what wethink of a person’s action.2、Use the pattern “verb ‘to be’+ adj.+‘enough’+ to do ”to describe a person’spersonality and abilities.3、To understand the different sentence elements.4、To make sentences including basic sentence elements.Teaching contents:Vocabulary:ballon experiment laboratory toothache dentist butterfl y clon e awake cheese lemonadePhrases:e at the whole birthday cakeorganize this partyTeaching plan:Step1: reviewA: phrase stravel to different placesget angrycare abouttreat everyone equallyshare food with othersall kinds of different ideasdance for two hoursshow offB: sentences●You are good at making or planning things●You are patient enough to wait for a long time without getting angry.●You try to do everything differently.●You like to dream about everything.●Mr. Wu spends a lot of time explaining things to us.C: oppositesactive---inactive generous---selfish modest---proud strong---weak clever---silly patient---impatient hard-working---lazy fair---unfairStep2: Grammar A: It is +adj.+of…+(not) to do sth.●We can use this p attern to express what we think of someone’s actions.●Brainstorm.List some words that can describe one’s qualities or characteristics:nice/clever/careless/foolish/good/kind/polite/selfish/silly/honest/dishon est/friendly/helpful●Exercise1---Making sentences(A):Words: kind, nice, clever, good, polite, careless, selfish, wrong, …Patterns: to say so, talk to me about that question, work out the hard problem, come to school on time, say hello to your teacher, make so many mistakes, h elp Tom with his homework, eat all the food, look down on the disabled, shout at others Sentences:e.g. It’s kind of you to say so.……Step3: Grammar B: Verb ‘to be’ +adj. +‘enough’+ ‘to’-infinitive.●We can use this pattern to describe a person’s personality and a bilities.●Tell the differences between Grammar A&B●Exercise2---Making sentences(B):Words: boring, careless, hard-working, kind, imaginative, lazyPatterns:to forget to do my homework, to make me fall asleep, to pass all her exams, to think more of others than himself, to sleep all day, to write interesting stories Sentences:e.g. She is hard-working enough to pass all her exams.……boring to forget to do my homeworkcareless to make me fall asleephard-working to pass all her examskind to think more of others than of himselfimaginative to sleep all daylazy to write interesting stories(1)Is Suzy a good student?Yes. She is enough .(2)Do you like John?Yes. He is enough .(3)Is that TV programme interesting?No. It is enough .(4)Did you make a mistake?Yes. I was enough .(5)Eddie is very hard-working, isn’t he?No. He is enough .(6)Can Sandy write stories?Yes. She is enough .Homework：●Try to learn the key words& patterns in this part by hea rt●【创新课时训练】period 5。
江苏省九年级英语上册《Unit 1 Star signs》课件：Mai
David is a very confident person, and he thinks he (1)_c_a_n__d_o_a_n_y_t_h_i_n_g_i_f_h_e__tr_i_es _h_i_s _b_e_s_t _. He is never afraid _o_f _m_a_k_i_n_g__a_s_p_e_e_c_h_t_o_a__la_r_g_e__g_r_o_u_p_o_f_ _p_e_o_p_le_. This is very important because he will have to speak in front of the whole school. zxxk
David has many good personal qualities.
He helps other students.
organized
He can do anything if he
tries his best.
hard-working
He never forgets to do the things he needs to do.
confident
He always does extra work.
clever
He always gets good marks in tests.
helpful
He is not afraid of making a
speech to a large group of
people. zxxk
week
Confident
Thinks he can do anything if he tries his best
(3)_H___a_r__d__-_w__o__rking
江苏九年级英语Unit 1 Star Signs
Unit 1 Star Signs第一单元星座课文解析1. Star sings星座★sing用作名词，意为“星座”。
如：A year is divided into 12 different star signs. 一年被分为十二个星座。
★sign用作名词，意为“记号”“符号”。
如：“＋－×÷”are all maths signs. “＋－×÷”都是数学符号。
★sign用在交通、饭店、商店等地方用来引起人们的注意或者提醒人们注意事宜，所以常解释为“告示”、“交通牌示（限速、弯路等）”、“招牌”、“店招”、“标牌”、“指示牌”。
如：Can you see the traffic signs beside the road? 你看见路边的交通牌示了吗？★sign用作名词，还表示“迹象”“征兆”“痕迹”。
如：Headache may be a sign of stress. 头疼可能是紧张的迹象。
★sign也能作“手势”“信号”解。
如：Of course we cannot understand the sign-language on TV. 当然我们不懂电视里手语。
★sign也可以作动词用，表示“签名，签字，签署”。
如：Did she sign the letter yesterday? 昨天她在信上签名了吗？★sign作动词用时，还表示“示意、打手势”的意义。
如：After we said good morning to our English teacher, he signed us to sit down我们向我们的英语老师问过好后，他示意我们坐下。
★sign与mark, symbol的区别这三个单词都能够作“符号、记号”解，mark一般表示比较细小的记号。
sign表示的比较明显的、随意的记号。
symbol表示形象的、具体的或具有象征意义记号。
如：Cao Chong cut a mark on the side of the boat. 曹冲在船边刻了记号。
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。
江苏省九年级英语上册《Unit1Starsigns》教案
I. Teaching objectives 单元教学目标Skill Focus 听Listen to identify specific points about events and advice for month ahead.说Talk about people’s characteristics.读Read an article to identify different characteristics using information about star signs.写Write a letter of recommendation based on characteristic.词汇1. 重点词汇divide similar energetic active impatient leader patient save fair peace argue silly mistake humorousdifferently easy-going dream probably should unfairinactive explain balloon experiment laboratorytoothache dentist butterfly clone awake cheeselemonade around available lively difference mark2. 认读词汇bull centaur crab ram characteristic selfish stubborn curious outgoing cooking confident modest practicalelegant powerful forgive creative imaginative equallyotherwise formal informal slang expression abbreviation contraction cheers extra organizedpersonal quality sincerely3. 短语star sign be able to Students’ Union yours sincerely语法1. ‘It is’ + adjective + ‘of’… + ‘(not) to’ -infinitive.2. Verb ‘to be’ + adjective + “enough” + “to”-information.3. Different parts of a sentenceII. 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。
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star sig
TEACHING AIMS
1. Enable the students to get further understanding of the whole text. 2. Enable the students to learn to use some important phrases properly and use adjectives to describe one’s characteristics. 3. Enable the students to improve their abilities of reading and writing. 4. Enable the students to understand the differences between Chinese culture and the western culture.
Guess:
What is my star sign?
Cancer 巨蟹座 22nd Jun – 22nd Jul
• kind
• love my home and family
• like to take care of others
• like saving money
and cooking
of
to say
of
to work
• 6．You are patient enough to wait for a long time without getting angry.
你有足够的耐心等待，而不生气。
Sb is adj enough to do sth. 我们用这一句型描述 一个人的个性和能力。
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star sig
6．It is _s_i_ll_y_____(傻的) of you to spend much time
buying these useless things.
7．The twins don’t havseim__i_la_r______(相似的) hobbies. 8．The USA always says that they fight fopre_a_c_e_(和
• 注意细节
pay attention to details
• 与别人争吵
argue with others
• 保密
keep secrets
• 宽恕别人的过失 forgive others for their faults
• 很有幽默感
have a good sense of humour
• 喜爱去别的地方旅行
17. 尝试一切来显示与众不同
try everything to be different
18. 有创造力和想象力 be creative and imaginative
19. 梦想一切
dream about everything
20. 一个外向又自信的人
an outgoing and confident person
• I was born on __________ . • My star sign is __________. • It says that I ________________. • In fact, I ____________________ . • I want to make friends with Virgo because…
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star signs Ckeck out课件 牛津
辨别下列句子成分： 1. She felt very sorry. a. predicative b. adverbial c. direct object 2. That is a useful book. a. predicate b. predicative c. attributive 3. Jacky helped with the charity show. a. predicate b. subject c. adverbial 4. Many people knew about the accident. a. predicate b. object c. attributive
1. My sister is very kind. She likes to take care of
others. (同义句) It ______________ take care of others. 2. David is curious. He asks his parents many questions every day. (同义句)
1.It’s+ adj+of+sb.+to do sth. 2.Sb.+ be + adj+ enough + to do sth. Try your best. Be active!
generous
impatient
creative
energetic
curious
selfish
Can you rewrite the sentence?
hard-working lazy helpful helpless
polite impolite kind unkind
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star sig
教学课题Unit1 Study skills. 课型new本课题教时数： 10 本教时为第 8 教时备课日期教学目标： 1. To recognize and understand different levels of formality in the English language, bothwhen writing and speaking English.2.To recognize and correct mistakes about inappro priate level of formality in finished work3.How to use the two ways under different circumstance教学重点、难点：1. To recognize and unders tand different levels of formality in the English language,both when writing and speaking English. 2.To use the ways of expressions freely教学方法与手段：教学过程：教师活动学生活动设计意图Step1.Tell students that they use formal language with t Read these words:Tell students whenuseheir teachers or unfamiliar people. However , ‘formal orinformalformal language andwhen we speak or write to our friends , we can use language’,‘endings’when informallanguage.informal language. Review ‘formal orinformaland ‘slang’language’, ‘endings’ and ‘slang’. Forstrongerclasses, ask students to explain themeanings ofthe words and/or give Chinese translations.Step2.Make sure students recognize that thepicture of aRemember what apencil represents written language while the pencil represent sandExplaining.mouth represents spoken language. what a mouthrepresents.Step3.Explain the difference between abbreviations and Remember theExplain thedifferencecontractions. An abbreviation uses only the first differenc e betweenbetweenabbreviati onsletters of a name or phrase, or leaves outletters to.abbreviations and and contractions shorten a word contractionsSte p4.Ask students to work in pairs. First, askthem toWork in pairs To check students’underline parts of the letter on page 16which theyunderstanding believe are inappropriate.Step5.Ask students to write down why they believeaWrite down why they Check the answer.part of the lette r is inappropriate. Remind them to believe a part of theuse the phrases. letter is inappropriate.Step6.Ask a different pair in turn to give theiranswersCheck answers.for each number, noting mistakes andmispronunciation.Step 7Present a letter for students t o discussHi, Mr Zhou Check answers and Present a letter for I hope that you are having a happy New Year.Myread it. students to discuss mother has left for business trip todayand it’sraining c ats and dogs.I’m now preparingfor mynew school y ear. It starts tomorrow , on10th, Feb.I have learnt that I will be in class A. Iwill learn。
江苏省昆山市锦溪中学九年级英语上册 Unit 1 Star sig
教学课题Unit 1 Star sign (Reading 2) 课型New 本课题教时数： 10 本教时为第 3 教时备课日期教学目标： To understand what star signs are and what they representTo recognize and understand vocabulary about characteristicsTo use adjectives to describe som eone’s characteristics教学重点、难点：e the phrases and expressions fluently.2.Describe one person using the adjs they learned教学方法与手段： OHP教学过程：教师活动学生活动设计意图Step I Revision1. Before doing Part B, revise adjectivesused to describe characteristics. Ask To do some rev ision.students to describe their classmates. To do some revision.2. Ask less able students to work in pairs.Tell them to skip the ones they are not sureabout and do the easier ones first.Step2 Consolidatio n Part B.Remind Ss that the vocabulary listed in PartB appears in the text. If Ss are not sure what Complete Part B.To con solidate thetext.a word means, it may help them to read the words in context on those pages, then. choose the correct definitionsCheck answers in class. Ask the Ss to understand them indeedPart C1. Review key vocabulary learnt in thereading passage. Ask more able students toComplete Part c. describe their partners using theseadjectives. To learn the text further2. Ask stu dents to do Part C2 on their own by doing some exercises.and check their answers with theirpartners.3. Read this part carefully and morefamiliar with this part.Part DTell more able students that they can alsouse characteristics that are not listed ontheComplete Part C board. Tell les s able students to referto the reading passage on pages 4 and 5 ifthey need help with ideas.Step 3 Make a surveyAsk Ss to fill in the blankets. Finish it and read it.Step4 HomeworkFinish the exercises授后小记： In this class, we finished the article about star signs and compared them with our own characteristics.授课日期月日。
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not
to forget to do the things he
合并句子
1. You are kind. You help me with my homework → It’s kind of you to help me with my homework. 2. Sandy is careless. She makes a lot of mistakes. → It’s careless of Sandy to make a lot of mistakes. 3. she is
To express what we think of David’s actions confident Is never afraid of making a speech in assembly
→ It’s confident of David to make a speech in assembly.
confident
clever
Always gets good marks in tests
David
organized
hardworking helpful
Often helps us with our homework
Doesn‟t forget to do the things he needs to do
for →of
4. Kitty dances for two hours every day. She is active. (同义句)
It‟s active ______ of Kitty ______ to ______ _______ dance for two hours every day. ______
9A Unit One Star signs Revision Ⅱ
Grammar
David‟s good qualities to be a good chairperson
Is never afraid of making a speech in assembly
Finished all his summer homework in the first week
hard-working generous clever patient
generous ________Simon________ to 1. A. It is _____________ buy gifts for of all of us. selfish ________ of to eat the whole cake. B. It is ___________ Bob _______ hard-working _______ 2. A. It is _______________ David _______ of to do a lot of extra work for the Students’ Union.
nice, kind, good, wrong, clever, foolish, silly, careless, generous, selfish, polite, …
+
of
+sb.+ (not) to do sth.
It+is+
adj.
important, necessary, impossible, possible, interesting, hard, + for difficult, easy, …
Choose ‘of ’ or ‘for ’ to complete the following sentences
of you to lend me your bike. It is very kind______
for It is easy ______Lily to solve the problem. for students to achieve a It is necessary _____ balance between their homework and hobbies. of us not to hand in our It is wrong _____ homework on time. of you to say bad words about It isn’t polite ______ others.
5. It’s impossible that we spend too much time on hobbies. (同义句) impossible ______ for ______ us ____ to spend It’s _________ too much time on hobbies. 6. 对他来说要解决这个问题是很困难的。(翻译) difficult for him to solve the problem. It’s ___________________________ 7.她没有犯任何错误真是太细心了。(翻译) careful of her not to make It’s ___________________________any mistakes.
Grammar A
„It is‟+ adjective +„of ‟+sb.+ „(not) to‟- infinitive We can use this pattern to express what we think of someone’s actions. ‘It is’ Adjective ‘of’
Translation:
1. 你把报纸拿给我真是太好了。 It’s nice/kind of you to ______________________ bring me the newspaper. 2. 你的父母亲为我们组织这个晚会真是考虑周到。 It’s thoughtful of your parents to organize this __________________________________ party for us. 3. 比利能想出这么多好点子真是富有创造性。
David‟s good qualities to be a good chairperson
Is never
enough to make a speech in assembly speech in assembly. confident
Davidof ismaking confident afraid a
Pay attention :
It’s
+ adj. + of + sb. + to do sth. It’s + adj. + for + sb. + to do sth.
It‟s + adj. + to do sth. It‟s + adj + that clause
Exercises:
careless It is silly of him
Object
Sandy
‘(not) to’ -infinitive
to make a lot of mistakes.
not to forgive others
for their faults.
Choose the correct adjectives to complete Sentences A, then use their opposites to complete Sentences B.
1. That’s very interesting to play computer
That‟s →It‟s
games.
(改错)
2. It’s useful for we to learn English well . (改错) we →us 3. It’s careless for him to源自lose the key. (改错)
→ It’s clever of David to get good marks in tests.
helpful
Often helps us with our homework
→ It’s helpful of him to help us with our homework.
organized
Doesn’t forget to do the things he needs to do → It’s organized of him needs to do.
hard-working
Finished all his summer homework in the first week
→ It’s hard-working of David to finish all his summer homework in the first week.
clever
Always gets good marks in tests
Finished all his David is hard-working summer homework in enough to finish his summer the firstall week homework in the first week. hard-working
It‟s creative of Billy to come up ______________________________with so many
good ideas.
4. 西蒙总是把东西弄得一团糟.
It‟s typical of Simon to make such a mess. ________________________
?
.