江苏省泰州市白马中学九年级英语上册《Unit 1 Star signs Vocabulary》导学案
江苏省泰州市白马中学九年级英语上册《Unit 1 Star signs Vocabulary》教学案 牛津版
九年级英语上册《Unit 1 Star signs Vocabulary》教学案课时安排：1课时Teaching procedures:Step 1: Presentation(Change the sentences according to the request)1. He i s very kind to us all. (同义句)He is very ______ to us all.2. Thank you for asking me to you r birthday party.( 同义句)Thank you for ______ me to yo ur birthday party.Ask students to write out the answers: 1.good/friendly;2. inviting .Tell the Ss that “kind /good /friendly”, “ask/invite” are two pairs of synonyms. Synonyms are words that mean the same or nearly the same thing.Step 2: Word matchingA Bseldom quicksmall cheerfulfast inexpensivehappy rarelycheap littlewrong incorrectcalm fau ltmistake relaxe dStep 3: A gameAsk some Ss t o supply some words, let their partners give the synonyms of these words, let us see which pair works fastest and the most correctly.Step 4: Practice1.Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A.2.Ask one studen t at a time to read out an answer. Check for mistakes and mispronunciation.3.Explain t hat each word on the wheel in Part B has a synonym. Students should find the correct synonym in the box and write it opposite the corresponding word.4.When students have completed Part B, read out the words on the wheel one at a time. Ask students to work on their own.5.You can list more synonyms on the board with the help of a thesaurus. More able students can also add more pairs of synonyms to the list.Step 5: A brainstorm.Ask Ss to list synonyms as many as possible with the help of their dictionaries.Step 6: Extension activity写出下列词的同义词。
江苏省泰州市白马中学九年级英语上册《Unit 1 Star signs Vocabulary》导学案(无答案) 牛津版
九年级英语上册《Unit 1 Star signs Vocabulary》导学案（无答案）一．预习导学写出他们的近义词或同义词。
1、 happiness _______________2、strong __________________3、 sad _______________4、 begin ________________5、 energetic _______________6、 calm _________________7、 know _______________ 8、affect _________________9、 need _______________ 10、sadness _________________11、movie _______________ 12、m oods _________________13、hope _______________ 14、big _________________二．课堂导学同学们在学习的过程中可能遇到一些不懂得地方吧？课堂导学可以帮助你答疑解惑。
Step 1: Presentation(Change the sentences according to the request)1. He is very kind to us all. (同义句)He is very ______ to us all.2. Thank you for asking me to your birthday party.( 同义句)Thank you for ______ me to your birthday party.Step 2: Word matchingA Bseldom quicksmall chee rfulfast inexpensivehappy rarelycheap littlewrong incorrectcalm faultmistake relaxed写出下列词的同义词。
九年级英语上册 Unit 1 Star Signs Reading and Language poi
九年级英语上册Unit 1 Star Signs Reading and Language points译林版【本讲教育信息】一、教学内容：9A Unit 1 Star Signs二、教学目标：本单元词汇、短语和语言点知识【具体教学过程】（一）词汇1. 反义词Ⅰ. 有些形容词的反义词只需通过在原有词或词根的基础上加前缀就可构成。
常见的这样的前缀有：im-，in- 表示“不，反面”，im-加在字母m，b，p之前。
e.g. impolite不礼貌的，impatient急躁的，没耐心的，inactive 不活跃的un- 表示“动作的反向”e.g. unfair 不公平的，unafraid 不害怕Ⅱ. 还有一些词加上后缀会改变原来的词性.如-ness, -less, -ful等.如:1）加-ness变成名词:sad-sadness, happy-happiness, ill-illness2）加-less构成形容词care-careless, home-homeless, end-endless3）加-ful构成形容词:care-careful, hope-hopeful, cheer-cheerful写出下列词的反义词：active_______________ proud_______________selfish_______________ hard-working_______________strong _______________ patient_______________fair_______________ silly_______________lively_______________ formal_______________happy_______________ stressed_______________2. 词性转换写出下列名词的形容词形式：peace_______________ sadness_______________power_______________ difficulty _______________heat_______________ happiness _______________warmth _______________ energy_______________practice_______________ person_______________success _______________ stress_______________strength _______________ selfishness _______________confidence _______________ elegance _______________写出下列动词的名词形式act _______________ create _______________imagine_______________suit______________ organize_______________lead _______________ argue_______________worry_______________ thought _______________explain______________ express________________随堂巩固练习：用括号中所给词的适当形式填空1) It’s gen erous of Kitty _____________ (buy)gifts for all of us.2)Yesterday we __________________ (divide) into four groups to discuss the problem.3) Mike is an ________________ doctor. He alwaysquarrels with his ______________ (patient).4) An ______________ person has lots of ____________________ . (energy)5) Failure (失败) is the mother of ___________________. If you want to be ________________, you must work hard, thenyou will ________________. (success)6) He is clever enough _________________ (solve) this problem.7) The leader gave us a ____________________(confidence) smile.8) This is a ____________________ (create) work.9) Shakespeare created many famouscharacters. He is an ___________________ (imagine) writer.（二）重点短语P6-91. 有许多吃的喝的have lots to eat and drink2. 担心没早饭吃worry about not having breakfast3. 被分成……be divided into4. 有相似的性格特征share similar characteristics5. 有时候at times6. 放弃做某事give up doing sth.7. 照顾其他人take care of others8. 攒钱save money9. 注重细节pay attention to details10. 和sb. 就……争论argue with sb. about sth.11. 很幽默have a good sense of humour/ be humourous12. 梦想某事dream about sth.P10-191. 关心他人care about others2. 平等对待每个人treat everybody equally3. 炫耀show off4. 将某物传给某人pass sth to sb.5. 征求sb. 的建议ask sb. for advice6. 向……解释……explain… to sb.7. 获得成功have success8. 给某人买东西buy sb. sth.9. 在某事上有问题have problems with sth.10. 记住去做某事remember to do sth.记住做了某事remember doing sth.11. 能够很好地组织事情be able to organize things well12. 想出新点子e up with new ideasP20-231. 得满分get full marks2. 作演讲make a speech3. 推荐某人做……remend sb. as …4. 暑假的剩余时间the rest of the summer holiday5. 忘记去做某事forget to do sth.忘记做了某事forget doing sth.6. 介意做某事mind doing sth.7. 具备当一个好主席的所有品质have all the qualities to be a good chairperson8. 足够自信做这份工作be confident enough to do the work9. 最合适的人选the most suitable person10. 讲笑话tell jokes11. 和……make friends with sb.（三）语言点知识1. says I’ll have lots to eat and drink today.(P.6)say意为“文字材料）写道，说；显示”e.g. 这则通知上写道：不要入内。
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.
九年级英语上册《9AUnit1Starsigns》Welcometotheunit教学案(无答案)牛津版
九年级英语上册《9AUnit1Starsigns》Welcometotheunit教学案（无答案）牛津版Class:_____________________ Name:________________________【教学目标】1. 辨别代表十二星座的标志。
2. 了解代表十二星座的标志的动物名称。
【教学重点、难点】辨别十二星座的标志。
【课前准备】【教学过程】Step 1 导入Ask: Which animal do you like best?What animal sign are you?十二生肖是：Rat Ox Tiger Rabbit Dragon Snake Horse Goat Monkey Rooster （鸡） Dog Pig西方国家使用十二星座。
Step 2 呈现1. Everyone has his or her own star sign. Eddie and Hobo are also talking about star signs.Answer the question: What does Eddie’s star say today?2. Listen again and answer:(1).Who brings Eddie the newspaper?(2).What does Hobo ask Eddie to read? Why ?(3).What happens to Eddie’s breakfast at the end of the story?3. Act out the dialogue.Step 3呈现P7 AStep 4 练习1．讨论并完成P7 A2．投影十二星座3．仿照对话编对话A: How old are you? B: I’m sixteen.A: What’s your animal sign? B: The pig.A: When is your birthday? B: It’s on 10thFebruary.A: Oh, you’re an Aquarius【要点点击】1. sign n. （1）star sign 意为“星座”。
九年级英语上册 Unit 1 Star signs Reading Ⅱ精品学
get, sing, join, plan, donate, like, self, learn
1. When
we heard of the Wenchuan earthquake, we _________ money to the people there.
2. She ____________ the Reading clu运用所学词汇及句型结构
学习难点
用所学的相关性格特征的形容词描述一个人
课前自学
一、通过课文的学习，你已经进一步理解了自己！今天再写写自己，定会有更大的收
获。
What is your star sign? What are your characteristics? Can you write some words
3. Listen! Who ________________ in the next room?
4. Sam ate up the whole cake himself. He is ______________.
4．完成课本练习 BCD。（两人展示）
课堂达标检测
2
一、单词拼写 1．She never ________（争吵） with others. 2. In the ___________（西方）, people use the 12 star signs. 3. She wants to know more about ___________（西方的）culture. 4. They want to be __________（领导）when they grow up. 5. David is ____________（勤奋）and is often ____________（成功）. 二、用适当的介词填空 1. Let’s divide the class ______8 groups. 2. The time ______your birthday decides your star sign. 3. People born ______the same star sign share similar characteristics. 4. Pay more attention ____your English. 5. Millie wants to know _____her friends’ star signs just ____fun. 三、选词填空，注意使用单词的适当形式
江苏省泰州市白马中学九年级英语上册《Unit 1 Star signs Grammar A&B》导学案
九年级英语上册《Unit 1 Star signs Grammar A&B》导学案（无答案）一、自学探究1.Are there any changes about the two patterns?Can you express the two ,using some other patterns?“ would rather do than do ….” “prefer…..to…….”2.How many kinds can indefinite pronouns be divided into ?Wh at refers to people?What refers to things?What refers to both people and things?3. Finish the contents from Pages 31 to 35.二、请你关注1.would rather do than do =prefer to2.prefer sth to sth = like sth than sth三．自我评价同学们通过以上学习，一定有所收获，快来大显身手吧！写出同义句1．I‘d rather do my homework by myself than copy oth ers’ when I was astudent.______________________________________________________________2. There is nothing wrong with my car____________________________________________________________3. She prefers walking to jogging._______________________________________________________________4.He wants to play football instead of basketball._____________________________________________________________________5.I w ould rather have fish than meat._____________________________________________________________________6.There is nothing wrong with your eyes._____________________________________________________________________7.Jim liked English better than Japanese._____________________________________________________________________8.There is something wrong with my bike._____________________________________________________________________二、选择题( )1．I prefer apples ___________ oranges. Apples are my favourite.A. thanB. withC. toD. and( )2.---What do you like better, trousers or a skirt?---I ___________ wear trousers _________ a skirt.A. prefer….toB. would rather….thanC. would rather…..toD. prefer……..than( )3. B lue looks good _________ you, it means you look nice _______ blue.A. in, onB. on, inC. in, inD. on, on。
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。
江苏省九年级英语上册《Unit1Starsigns》课件Maintask
We think that David has all the
Finish all his summer (2) ________________________ homework in the first _____________________ week
(3)______________
Hard-working
Helpful (5)___________
Date ②greetings ③Main body ④Closing
Purpose Reasons Conclusion
⑤Signature
A recommendation letter
A. Name of sender B. Date C. Name and title of receiver Para 1 E D. Closing E. Tell the receiver what the Para 2,3… G letter is about. Last Para F F. What you want from the receiver ______ D G. Talk about abilities and ______ personalities. A
Who will you vote for? Your classmates will read out
their own recommendation
letters, and who will you vote for?
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。
江苏省泰州市白马中学九年级英语上册《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 stu dents that different colou rs 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 t he exercise correctly is the winner.3. After students have finished, give the corr ect 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 can also 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. Th ey should decide whether their character istics represents. 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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
九年级英语上册《Unit 1 Star signs Vocabulary》导学案（无答案）
一．预习导学
写出他们的近义词或同义词。
1、 happiness _______________
2、strong __________________
3、 sad _______________
4、 begin ________________
5、 energetic _______________
6、 calm _________________
7、 know _______________ 8、affect _________________
9、 need _______________ 10、sadness _________________
11、movie _______________ 12、m oods _________________
13、hope _______________ 14、big _________________
二．课堂导学
同学们在学习的过程中可能遇到一些不懂得地方吧？课堂导学可以帮助你答疑解惑。
Step 1: Presentation
(Change the sentences according to the request)
1. He is very kind to us all. (同义句)
He is very ______ to us all.
2. Thank you for asking me to your birthday party.( 同义句)
Thank you for ______ me to your birthday party.
Step 2: Word matching
A B
seldom quick
small chee rful
fast inexpensive
happy rarely
cheap little
wrong incorrect
calm fault
mistake relaxed
写出下列词的同义词。
三．自我评价
同学们通过以上学习，一定有所收获，快来大显身手吧！
( ) 1. When __your father __back? When he _ back, please give me a ring.
A. does; come; will come
B. will; come; comes
C. will; come; will come
D. does; come; comes
( ) 2. He ____________last week.
A.caught a cold
B.got a cold
C.had a cold
D.All the above ( ) 3. ---How long has your aunt______here?
---For three months.
A.got
B.gets
C.been
D.arrived
( )4.She ________us where____________.
A.adviced,to eating
B.advised,to eat
C.adviced,eatin g
D.advised,eating ( )5.---Did you play table tennis yesterday?
---Yes.But I___play table tennis these days because my right foot hurts.
ually
B.always
C.never
D.seldom
( )6.There _______traffic on the road every day.
A.are many
B.is a lot
C.are lots of
D.is much
( )7.---Can you help me repair my computer tomorrow?
---No ___________.
A.question
B.Problem
C.answer
D.time
( )8.---Must we hand in the homework right now?
---No,you ______.You can hand them in _______tomorrow.
A.mustn’t,sometime
B.don’t have to,sometime
C.can’t,sometimes
D.needn’t,some time
( )9.These young trees require ______________.
A.to look after
B.looking after
C.to be looked sfter
D.Both B and C。